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HESM 210 Sistemas y Modelos de Salud 1

Sistema Universitario Ana G. Méndez School for Professional Studies

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

HESM 210

Sistemas y Modelos de Salud

Health Systems and Models

© Sistema Universitario Ana G. Méndez, 2005 Derechos Reservados. © Ana G. Méndez University System, 2005. All rights reserved.



TABLA DE CONTENIDO/TABLE OF CONTENTS

Prontuario ................................................................................................ 3

Study Guide ........................................................................................... 13

Taller Uno .............................................................................................. 22

Workshop Two ....................................................................................... 25

Taller Tres ............................................................................................. 27

Workshop Four ...................................................................................... 30

Taller Cinco/ Workshop Five .................................................................. 33

Anejo A/Appendix A ............................................................................... 36

Anejo B/Appendix B ............................................................................... 38

Anejo C/Appendix C .............................................................................. 41

Anejo D/Appendix D .............................................................................. 43

Anejo E/Appendix E ............................................................................... 46

Apéndice F / Appendix F ....................................................................... 47



Prontuario Título del Curso: Sistemas y Modelos de Salud

Codificación: HESM 210

Duración: Cinco Semanas o según aplique

Pre-requisito: HESM 110

Nota: Este módulo no puede ser modificado por el facilitador. El Director Académico

tampoco puede otorgar permiso alguno para modificarlo.

Descripción: El curso consiste de estudios de los sistemas, los modelos, las políticas de salud y las

estructuras de atención a la salud en los Estados Unidos. Énfasis en las reformas de

salud y sus implicaciones en la prestación de servicios de salud a la población. Análisis

histórico del desarrollo del sistema de salud de Estados Unidos y sus perspectivas

futuras. El curso incluye conceptos de calidad de servicio y analiza los factores que

contribuyen al aumento en costo en las organizaciones de la salud.

Objetivos Generales: Al finalizar el curso el estudiante:

1. Describirá y conocerá los sistemas y modelos, las políticas de salud en Estados Unidos

así como tendencias mediante las reformas que están en proceso.

2. Examinará la historia de los sistemas de pago, comenzando por honorarios por

servicios hasta los diferentes modelos actuales.

3. Comparará las diferencias en patrones de financiamiento entre los sistemas de salud

del gobierno y los sistemas de financiamiento privado, indicando su impacto en la

administración de servicios de salud (Ejemplo: Pago Directo, Servicios Privados,

Programas Gubernamentales, Medicare, Medicaid, Fuerzas Armadas y otros).

4. Reconocerá los cambios que estén surgiendo en el rol de los profesionales de la salud.

5. Discutirá el impacto del cambio en regulaciones en la estructura operacional de los



sistemas de salud y examinará el proceso de identificación de pólizas, formación,

implementación y evaluación relacionada a la prestación de servicios de salud.

6. Analizará el impacto que tiene los pacientes sin seguro médico o poca cubierta de

seguro en organizaciones de la salud.

Texto y Recursos: Coddington, D. C., & Fischer, E. A., & Moore, K. D. (2001). Strategies for the New

Health Care Marketplace: Managing the Convergence of Consumerism

& Technology. San Francisco: Jossey-Bass Nowicki, M. (2001). The Financial Management of Hospitals and Healthcare

Organizations (2nd Ed). Chicago: Health Administration Press

Referencias y material suplementario: Gillies, A. (2003). What Makes a Good Healthcare System? United Kingdom: Radcliffe

Medical Press

Newmann, B. R. &Boles, K. E. (1998) Management Accounting for Healthcare

Organizations (5th Ed). Westchester, IL: Precept Press

Hosking, S and Haggard, L. (1999) Healing the Hospital Environment. NY: Routledge. Arnold,D. Kaluzni & Stephen M. Shortell, (1999). Health Care Management:

Organization Desing and Behavior. Four Edition. Delmar Learning.

J.R. Beaufort, B. Longest; Jonathan S.Rakish & Kurt Darr, (2000). Managing Health

Services Organizations and Sistems. Four Editions. Health Profesional Pr.

Achieving Impressive Customer Service: 7 Strategies for the Health Care Manager. By

Wendy Leebov, et al. Paperback (july 1998).



Advancing Quality: Total Quality Management in the National Health Service (Health

Services Management). by Richard Joss, Maurice Kogan. Hardcover (2000).

EMS Incident Management System, The: Operation for Mass Casualty and High Impact

Incidents.

Health Care Management: A text in Organizational Theory and Behavior (Delmar

Series in Health Services Administration). By Stephen M. Shortell, Arnold D. Kaluzny

(contributor).

Health Redesign Tool and Techniques. By Jean Ann Larson.

Testing the Limits of Teams By Elizabeth D. Becker-Reems, Daniel G. Garrett. (1998).:

How to Implement Self-Management in Health Care.

Business Planning for Healthcare Management. By Carolyn Semple Piggot, Carolyn

Semple Piggot. (2000).

Evaluación:

Actividad Porcentaje

Dos exámenes parciales 15%

Ensayo relacionado a Fundamentos y Principios de Reembolso 15%

Análisis Crítico 20%

Asistencia y Participación 10%

Análisis de una organización (Actividad 1 en el apéndice F) 20%

Artículo de investigación (Actividad 2 en el apéndice F) 20%

Gran total 100%

Exámenes parciales

Los exámenes parciales son uno de los medios de evaluación de los estudiantes como

prueba de entendimiento de los conceptos generales del curso. Pueden ser de



preguntas abiertas o análisis de casos. El material a cubrir en el examen debe estar

relacionado con el contenido de lo discutido en el curso y los objetivos del curso. Los

exámenes parciales tienen un 15 % de la nota general del curso.

Ensayo Relacionado a Fundamentos y Principios de Reembolso

Realizar una búsqueda de literatura y encuentra un artículo de una revista profesional o

del Internet que esté relacionado con reembolso por servicios de salud de parte de uno

de los siguientes sistemas de pago por servicios de salud (“capitation, cost based,

prospective payment, or managed care based”). Escribe un ensayo de 500 a 700

palabras resumiendo el modelo seleccionado. También critique la efectividad del

modelo seleccionado, fortalezas y debilidades. Utilice por lo menos dos referencias.

Referencias y citaciones deben ser presentados en formato APA. El estudiante debe de

estar preparado para discutir su ensayo en clase.

Análisis Crítico

El análisis crítico consiste de dos partes; un informe escrito y una presentación oral. El

objetivo de este trabajo es promover la investigación y búsqueda de información

actualizada sobre diferentes temas relacionados con sistemas y modelos de salud.

Además, estimular en el estudiante el pensamiento crítico y la aplicación de conceptos

teóricos a la vida real (Anejo C)

El estudiante seguirá los siguientes pasos para realizar el análisis crítico:

1. Selección de un artículo de revista profesional o de la Internet que esté relacionado

con calidad de servicio en las organizaciones de servicios de salud.

2. El artículo seleccionado debe tener una fecha reciente de publicación.

3. Investigar la biografía del autor del artículo

4. Hacer un resumen de los puntos más importantes del artículo.

5. Emitir un juicio crítico sobre lo que expone el autor del artículo e indicar si coincide o

no con la postura del autor.

6. Seleccionar otra fuente de referencia que sustente la postura u opinión del

estudiante, independientemente que su postura sea igual o no a la del autor del

artículo analizado.



7. Incluir en el informe copia del artículo analizado y de la fuente que sustenta la

postura u opinión del estudiante.

8. Prepare una presentación oral sobre el análisis crítico. La presentación no debe

exceded de 10 a 15 minutos.

Participación El estudiante deberá asumir un rol activo en el proceso de enseñanza- aprendizaje,

para: (Anejo E).

1. Contribuir al curso con sus conocimientos y experiencias.

2. Compartir cualquier información, artículo o noticia sobre el área de administración

de servicios de salud.

3. Participar en las actividades planificadas en y dentro del salón de clases.

4. Colaborar en cualquier petición requerida por el profesor o por sus compañeros de

estudio en trabajos grupales.

5. Mantener una actitud positiva hacia el curso, profesor y compañeros de clase.

Reflexiones Diarias Consisten en una técnica de “Assessment” a través de la cual los estudiantes tienen

la oportunidad de efectuar una reflexión por actividad diaria una vez por semana sobre

su ejecutoria de trabajos, o del facilitador, entre otros. Estas reflexiones lo llevan a

evaluar sus ideas y la de los demás. Ayuda al desarrollo del pensamiento crítico y la

meta cognición. Se garantiza al estudiante que solo el facilitador será la persona que

tenga acceso al contenido de las mismas. Es una forma de evaluar si el estudiante,

está aprendiendo (Anejo E).

Actividad 1: Análisis de una organización de servicios de salud (español) - Este

análisis consta de tres partes: presentación, contenido y referencias. Los estudiantes

van a analizar varios aspectos de una organización seleccionada, siguiendo el

bosquejo que aparece bajo la actividad 1 del apéndice F. Los estudiantes escribirán el

análisis final en el idioma español. El trabajo final del análisis de una organización de

servicios de salud es de carácter individual y no grupal. Los estudiantes entregarán el

análisis final durante el taller cinco. El contenido de este análisis se evaluará con la



matriz de valoración Apéndice F / Appendix F - Evaluación del análisis de una

organización de servicios de salud, mientras que el lenguaje escrito se evaluará con

el Apéndice F/ Appendix F – Paragraph Construction Rubric y con el Apéndice F /

Appendix F - Six Writing Traits for Analytic Writing Scoring Rubrics.

Actividad 2: Artículo de investigación (inglés) – Este artículo consta de tres partes:

presentación, contenido de la investigación, y referencias y apéndices. El estudiante

investigará algunos aspectos administrativos y legales de una organización de servicios

de salud seleccionada en la Actividad 1: Análisis de una organización de servicios de

salud (español). La investigación se llevará a cabo según las pautas establecidas para

la actividad 2 del apéndice F. Los estudiantes escribirán la actividad 2 en el idioma

inglés. El trabajo final del análisis de una organización de servicios de salud es de

carácter individual y no grupal. Los estudiantes entregarán la actividad 2 en el taller

cinco. El contenido de esta investigación se evaluará con la matriz de valoración

Apéndice F / Appendix F – Matriz para la evaluación del artículo de investigación,

mientras que el lenguaje escrito se evaluará con el Apéndice F/ Appendix F –

Paragraph Construction Rubric y con el Apéndice F / Appendix F - Six Writing Traits for

Analytic Writing Scoring Rubrics

Métodos Alternos de Búsqueda de Información Búsqueda por Internet El objetivo de la búsqueda a través de la Internet es exponer al estudiante al uso de

la información por medio de la tecnología y ayudarlo a familiarizarse con el mundo

de la informática al cual uno está expuesto en la red.

1. Al estudiante se le proveerán unas direcciones electrónicas de acuerdo a su tema

seleccionado.

2. Contestará unas preguntas dadas por el profesor.

3. Luego se trabajará en grupo para discutir los asuntos más relevantes de la

información obtenida.

4. Se compartirá con el grupo en general los hallazgos más importantes.

PROQUEST



El sistema electrónico de revista en disco compacto (CD-ROM) contiene más de 1,000

títulos de revista de administración de empresa y más de 900 títulos generales. Usted

puede obtener el texto completo del artículo y/o la reseña del mismo.

Búsqueda ligera

Entre una palabra como automóviles y oprima <ENTER>.

Si extraes varios records, puedes especificar la búsqueda usando el operador AND.

Por ejemplo, escriba automóviles AND Mustang y oprima <ENTER>.

Si no extraes suficientes records, puedes ampliar la búsqueda usando el operador

OR. Por ejemplo, escriba automóviles OR cars y oprima

<ENTER>.

Si deseas excluir algo de los records extraídos, use el operador AND NOT. Por

ejemplo, escriba automóviles AND NOT convertible y oprima

<ENTER>.

Ver, Imprimir y Guardar Récords

1. Oprima <ENTER> para ver títulos de los records extraídos por la búsqueda.

2. Oprima <ENTER> otra vez para ver el primer récord completo.

3. Para imprimir o guardar records, oprima F4 y siga las instrucciones de la pantalla.

¿Qué deseas hacer? Oprima Esto es lo que ocurre

Busca ayuda F 1 Una ventanilla descriptiva de

HELP abre.

Ver las funciones disponibles F 2 Puedes ver funciones disponibles

en la ventanilla, a la derecha, en

la parte superior de la pantalla.

Búsqueda nueva F 3 Puedes hacer una nueva

búsqueda o modificar una

búsqueda previa.

Imprimir/Guardar F 4 Puedes imprimir los records o guardarlos en un archivo.



Buscar palabra para hacer búsquedas F 5 Puedes escoger de las palabras

que están en los índices.

Descripción de las normas del curso

1. La asistencia es obligatoria. El estudiante debe excusarse con el facilitador, si tiene

alguna ausencia y reponer todo trabajo. El facilitador se reserva el derecho de

aceptar la excusa y el trabajo presentado y ajustar la evaluación, según entienda

necesario.

2. Las presentaciones orales y actividades especiales no se pueden reponer, si el

estudiante presenta una excusa válida y constatable (Ej. médica o de un tribunal), se

procederá a citarlo para un examen escrito de la actividad a la cual no asistió.

3. Este curso es de naturaleza acelerada y requiere que el estudiante se prepare antes

de cada taller, según especifica el módulo. Se requiere un promedio de 10 horas

semanales para prepararse para cada taller.

4. El estudiante debe someter trabajos de su autoría, por lo tanto, no deberá incurrir en

plagio. Debe dar crédito a cualquier referencia.

5. Si el facilitador realiza algún cambio, deberá discutir los mismos con el estudiante en

el Taller Uno. Además, entregará los acuerdos por escrito a los estudiantes y al

Programa.

6. El facilitador establecerá el medio y proceso de contacto.

7. El uso de teléfonos celulares está prohibido durante los talleres.

8. No está permitido traer niños o familiares en los salones de clases.

9. El estudiante tendrá la oportunidad de aprender tanto a través del español como del

inglés. Los talleres serán facilitados en ambos idiomas en días alternos. Esto

significa que los talleres serán facilitados en un idioma diferente cada semana. Un

estudiante puede interactuar y hacer preguntas en el idioma de su preferencia; pero,

en general, se le solicitará que utilice un solo idioma en trabajos específicos. En

cada curso se utilizará el español y el inglés de forma equilibrada.

10. En trabajos grupales, salvo situaciones excepcionales, se considerará que el mismo

se prepara por todos los integrantes del grupo y serán evaluados por igual.

11. Todo estudiante está sujeto a las normas de comportamiento de la institución y las



que se establezcan en el curso.

12. Los trabajos y asignaciones deberán entregarse en la fecha indicada y en su

totalidad.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros “web sites” que

podrá utilizar para la búsqueda de la información deseada. Entre ellas están:

www.google.com

www.altavista.com

www.askjeeves.com

www.excite.com

www.pregunta.com

www.findarticles.com

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.

Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto,

es simplemente el proceso de ajustar nuestros modelos mentales para poder

acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el

mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los

estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las

respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y

predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

http://www.google.com/

http://www.altavista.com/

http://www.askjeeves.com/

http://www.excite.com/

http://www.pregunta.com/

http://www.findarticles.com/



1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a

interpretar las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el

estudiante.



Study Guide

Course Title: Health Systems and Models

Code: HESM 210

Time Length: Five Weeks or as applicable

Pre-requisite: HESM 110

Note: This module cannot be modified by the facilitator nor can the Academic Director

grant permission to do so.

Description: The course consists of studies of the systems, models, the health politics, and the

structures of attention to the health in United States. Emphasis in the health care

reforms and their implications in the delivery of health care services to the population are

also included. It also includes historical analysis of the development of the health care

system in United States as well as future perspectives. The course will cover quality of

care concepts with analysis of the contributing factors to an increase in health care cost.

General Objectives: By the end of the course, the student will:

1. Describe and analyze the systems, models, and health politics in United States.

2. Study the history of the different health care payment systems, starting from fee for

services to the current models.

3. Compare the differences in financial patterns between the governmental health

systems and the privet sector financial systems, stating the impact in the health

services administration (Example: Direct Payment, Privet Services, Government

Programs, Medicare, Medicaid, Armed Forces, and others).

4. Recognize the current changes in the health care professional’s role.

5. Discuss the impact of the changes in health care regulations, operational structures,

and will examine the policies identification process, development, implementation,

and evaluation related to the delivery of health services.

6. Analyze the impact of the uninsured or underinsured population in the health care

organizations.



Texts and Resources: Coddington, D. C., & Fischer, E. A., & Moore, K. D. (2001). Strategies for the New

Health Care Marketplace: Managing the Convergence of Consumerism

& Technology. San Francisco: Jossey-Bass

Nowicki, M. (2001). The Financial Management of Hospitals and Healthcare

Organizations (2nd Ed). Chicago: Health Administration Press

References and Supplementary Materials: Arnold,D. Kaluzni & Stephen M. Shortell, (1999). Health Care Management:

Organization Desing and Behavior. Four Edition. Delmar Learning.

J. R. Beaufort, B. Longest; Jonathan S.Rakish & Kurt Darr, (2000). Managing Health

Services Organizations and Sistems. Four Editions. Health Profesional Pr.

Achieving Impressive Customer Service: 7 Strategies for the Health Care Manager.

By Wendy Leebov, et al. Paperback (july 1998).

Advancing Quality: Total Quality Management in the National Health Service (Health

Services Management).. by Richard Joss, Maurice Kogan. Hardcover (2000).

EMS Incident Management System, The: Operation for Mass Casualty and High Impact

Incidents.

Health Care Management: A tex in Organizational Theory and Behavior (Delmar Series

in Health Services Administration). By Stephen M. Shortell, Arnold D. Kaluzny

(contributor).

Health Redesign Tool and Techniques. By Jean Ann Larson. Testing the Limits of

Teams By Elizabeth D. Becker-Reems, Daniel G. Garrett. (1998).: How to

Implement Self-Management in Health Care.

Business Planning for Healthcare Management. By Carolyn Semple Piggot, Carolyn

Semple Piggot. (2000).

Evaluation:

Activity Percentage

Two partial exams 15%

Essay on the Underlying Principles of Reimbursement 15%



Critical Analysis 20%

Class Participation and Contribution 10%

Case Analysis (Activity 1 under Appendix F) 20%

Research Paper (Activity 2 under Appendix F) 20%

Grand Total 100%

Partial Exams:

Partial exams are part of the student evaluation used to test knowledge in the general

concepts of the course. The format consist of open questions or case analysis. Material

included in the exam must be related to the content of the course discussion and the

objectives of the course. These exams are 15% of the course general grade.

Essay on the Underlying Principles of Reimbursement Paper:

Rationale of Reimbursements. Perform a literature search to find a professional journal

article that discusses the rationale of one of the four health care payment system

(capitation, cost based, prospective payment, or managed care based). Write a 500 to

700 word essay summarizing the model. Also critique the system’s effectiveness,

strengths, and weaknesses. Use at least two references. References and citations shall

be in APA format. The essay will be submitted in Workshop II. Be prepare to discuss

your essay in class.

Critical Analysis:

The objective of this work is to promote the investigation and the search of current

information on different topics related to health systems and models. Also, it will

stimulate critical thinking and the application of theoretical concepts to the real world

(Appendix C).

The student will follow the following steps to complete the critical analysis:

1. Select an article from a professional journal or from the Internet. The article must be

related to quality of care in health care organizations.

2. The selected article must have a recent date of publication.



3. Research the biography of the author.

4. Complete a summary of the key points of the article.

5. Provide a critical judgment of the author’s opinion and mention if his/her opinion

coincide with the author’s position.

6. Select other references that will back up the student opinion, regardless of the

differences or similarities with the author’s opinion.

7. Include in the report a copy of the analyzed article and all other resources.

8. Prepare an oral presentation of the critical analysis. The presentation should not

exceed 10 – 16 minutes.

Class Participation:

The student will assume an active role in the teaching-learning process to:

(Appendix E)

1. Contribute to the course with his/her knowledge and experiences.

2. Share any information, article or news regarding the health care administration

arena.

3. Participate in the planned activities in and outside the classroom.

4. Assist in any required petition by the facilitator, students, or team members.

5. Maintain a positive attitude towards the course, the facilitator, and the students.

Daily Reflections:

The daily reflections consist in an assessment technique where the students have the

opportunity to perform reflections of the daily activity about their work performance, the

facilitator, and others once a week. These reflections are intended as a self-evaluation of

his/her ideas and the ideas of others.

These reflections assist in the development of a critical thinking and metacognition. The

reflections are confidential and the facilitator will be the only person that will have access

to the content. This is a mechanism to evaluate what was learned in class (Appendix

E).



Activity 1: Analysis of a Healthcare Organization (Spanish) - This analysis consists

of three parts: presentation, content, and references. Students will analyze various

elements of a selected organization, following the guidelines in Activity 1 under

Appendix F. Students will write the final analysis in the Spanish language. This analysis

has to be completed by each student individually. This is not a group assignment.

Students will submit the final analysis in Workshop Five. The content of the analysis will

be evaluated with Apéndice F / Appendix F - Assessment of the Program Outcomes

with the Case Analysis, while the written language will be evaluated with Apéndice F /

Appendix F – Paragraph Construction Rubric and with Apéndice F / Appendix F - Six

Writing Traits Analytic Writing Scoring Rubrics

Activity 2: Research Paper (English) – This research paper consists of three parts:

presentation, research content, and references and appendixes. The student will

research some administrative and legal aspects of the health organization selected in

Actividad 1 - Análisis de una organización de servicios de salud. The research will take

place according to the guidelines provided in activity 2 under Appendix F. Students will

write this activity in the English language. This research paper has to be completed by

each student individually. This is not a group assignment. The students will submit it in

Workshop Five. The content of this analysis will be evaluated with the rubric Apéndice F

/ Appendix F – Research Paper Assessment Rubric, while the written language will be

evaluated with Apéndice F / Appendix F - Paragraph Construction Rubric and with

Apéndice F / Appendix F - Six Writing Traits Analytic Writing Scoring Rubrics.

Alternate Methods to Search Information: Internet Search 1. The objective of Internet search is to expose the student to search information

through the use of the technology and informatics available in different web sites.

2. The student will receive different web sites related to the selected topics.

3. The student will answer the questions given by the facilitator.

4. Then, the student will discuss in group the most important aspects of the information

that was obtained.

5. The group will share the most important findings.



PROQUEST The compact disc electronic magazine system (CD-ROM) has more than 1,000

magazine titles on business administration and more than 900 general titles. The

student can obtain the full text or an abstract of the selected article.

Quick Search

Write a word like “cars” and press <ENTER>.

1. If many web results are observed, you can advance the web search using the

operator AND. For example, write cars AND Mustang and press <ENTER>.

2. If you do not observe enough web results, you can expand you search using the

operator OR. For example, “automoviles OR cars” and press <ENTER>.

3. If you wish to exclude some of the web results, use the operator AND NOT. For

example, write cars AND NOT convertible then press <ENTER>

4. Universidad del Este, Universidad Metropolitana, Universidad del Turabo.

5. Look, Print and Save Records

6. Press <ENTER> to see titles of the web results found by the search.

7. Press <ENTER> again to see the first complete result.

8. To print and save records, press F4 and follow the instructions in the screen

What do you want to do? Press This is what happens

Seek help F 1 A window HELP will open.

To see the available functions F 2 You can see available functions in the

window that open in the upper right

portion of the screen.

New search F 3 You can make a new search or

modify a previous one.

Print/Save F 4 You can print the records or save

them in a file.

Search the word to do research F 5 You can select the words that appear

in the index.



Description of course policies

1. Attendance at all class sessions is mandatory. If the Facilitator excuses an

absence, the student must make up for all presentations, papers, or other

assignments due on the date of the absence. The Facilitator will have the final

decision on approval of absences. He/she reserves the right to accept or reject

assignments past due, and to adjust the student’s grade accordingly.

2. Oral presentations and special activities cannot be remade. If the student

provides a valid and verifiable excuse (Ex. medical or from a court), he/she will be

summoned for a written test on the activity in which he/she did not attend.

3. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires at least ten hours of preparation.

4. It is expected that all written work will be solely that of the student and should not

be plagiarized. That is, the student must be the author of all work submitted. All

quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly not

their own.

5. If the Facilitator makes changes to the study guide, such changes should be

discussed with the students during the first workshop. Changes agreed upon

should be indicated in writing and given to the students and to the program

administrator.

6. The facilitator will establish the means and way of contact with the students.

7. The use of cellular phones is prohibited during sessions.

8. Children or family members are not allowed to the classrooms.

9. Workshops will be facilitated in English and Spanish in alternate days, in keeping

with the format established in this module. Students may interact and ask

questions in the language of their preference, but generally it is expected that

they use the language of the specific assignment. Each course will have an

equal balance of Spanish and English usage.



10. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

11. In group works, except under exceptional circumstances, it will be considered that

all the members of the group perform work and thus they will be evaluated

equally.

12. The written works and assignments will be turned on that assigned date in it’s

totally.

Note: If for any reason you cannot access the URL’s presented in the module,

do not limit your investigation. There are many search engines you can use for

your search. Here are some of them:

www.google.com

www.altavista.com

www.askjeeves.com

www.excite.com

www.pregunta.com

www.findarticles.com

The facilitator may make changes and add additional web resources if deemed

necessary.

Teaching Philosophy and Methodology

1. This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

2. Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers,

our focus is on making connections between facts and fostering new

understanding in students. We will also attempt to tailor our teaching strategies to

http://www.google.com/

http://www.altavista.com/

http://www.askjeeves.com/

http://www.excite.com/

http://www.pregunta.com/

http://www.findarticles.com/



student responses and encourage students to analyze, interpret and predict

information.

3. There are several guiding principles of constructivism:

4. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

5. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

6. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

7. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

8. Evaluation should serve as a self-analysis tool.

9. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

10. Learning should be internally controlled and mediated by the learner.



Taller Uno

Objetivos Específicos:

Al finalizar el Taller, el estudiante:

1. Discutirá la historia del sistema de salud de los Estados Unidos.

2. Examinará varios modelos de servicios de salud de los Estados Unidos, sus

componentes, organización y características distintas.

3. Examinará la historia de los sistemas de pago, comenzando por honorarios por

servicios hasta los diferentes modelos actuales.

4. Definirá los eventos mayores que han estimulado cambios en el sistema de servicios

de salud.

5. Comparará las diferencias en patrones de financiamiento entre los sistemas de

salud del gobierno y los sistemas de financiamiento privado, indicando su impacto

en la administración de servicios de salud (Ejemplo: Pago Directo, Servicios

Privados, Programas Gubernamentales, Medicare, Medicaid, Fuerzas Armadas y

otros).

Direcciones Electrónicas:

APA Format http://www.apastyle.org

Managed Care Magazine http://www.managedcaremag.com/

U.S. National Library of Medicine http://www.nlm.nih.gov

American College of Healthcare Executive http://www.ache.org

Modern Healthcare http://www.modernhealthcare.com/

Tareas a realizar antes del Taller Uno:

1. Buscar información a través del Internet y/o PROQUEST, la historia del sistema de

salud de los Estados Unidos.

2. Buscar información en el Internet y/o PROQUEST sobre los modelos de servicios de

salud de los Estados Unidos y analizar sus diferencias.

3. Buscar información en el Internet y/o PROQUEST sobre los eventos significativos

que han estimulado cambios en el sistema de servicios de salud.

http://www.apastyle.org/

http://www.managedcaremag.com/

http://www.nlm.nih.gov/

http://www.ache.org/

http://www.modernhealthcare.com/



4. Analizar la información adquirida y organizarla de acuerdo al bosquejo temático,

para ser discutida en clase.

Actividades

1. El facilitador se presenta y expone los objetivos, metodología de facilitación,

expectativas y criterios de avalúo del curso HESM 210. Durante este proceso, se

corroborará que todo estudiante presente, esté debidamente matriculado en el

curso. De igual forma, se verificará que el estudiante tenga el módulo y libro de

texto para que pueda desarrollar los talleres correspondientes al curso. Se

indicarán canales de comunicación alternos por los cuales se podrá contactar al

facilitador durante la semana para apoyo del estudiante. El facilitador establecerá

horarios y días de oficina.

2. Presentación del facilitador y los estudiantes. Se procederá con la selección del

representante estudiantil. Los estudiantes se mantendrán informados sobre los

anuncios vigentes que circulen de las oficinas del Sistema Universitario Ana G.

Méndez, Metro Orlando University System tales como; nuevos cursos, fechas de

receso académico, fechas de reuniones del representante estudiantil, entre otros.

3. El facilitador mantendrá informado a los estudiantes sobre su horario de oficina, para

clarificar dudas respecto al material de la clase.

4. Introducción al curso y discusión sobre la historia del sistema de salud de los

Estados Unidos buscados por los estudiantes a través de diversas referencias.

6. Discusión de grupo sobre los modelos de servicios de salud de los Estados Unidos.

Los estudiantes se dividirán en grupos no mayores de cuatro personas y cada grupo

discutirá un modelo de salud en específico, incluyendo características específicas

de estos modelos. Luego de completada la discusión, un representante de cada

grupo presentará a los demás integrantes de la clase el análisis de su grupo.

7. Mediante una plática socializada, tipo tertulia, los estudiantes junto al facilitador

conversarán sobre las ventajas y desventajas de los diversos modelos de salud y el

impacto financiero de cada uno de ellos en la administración de servicios de salud.

8. Se realizará un ejercicio en la clase, donde cada estudiante aportará un evento

significativo que han estimulado cambio en el sistema de servicios de salud. El



estudiante explicará el evento y lo colocará en orden cronológico.

9. Luego de finalizada la clase, ofrecer una explicación del uso del diario reflexivo

(Anejo E) y tiempo para anotar lo correspondiente al primer taller.

10. Actividad de cierre. El facilitador explicará con detalle, las actividades a realizar en el

segundo Taller, clarificará dudas planteadas y realizará un ejercicio de relajación con

los estudiantes.

11. El facilitador explicará el apéndice F / Appendix F y los instrumentos para evaluar las

actividades especificadas en el apéndice F / Appendix F.

12. El facilitador evaluará lenguaje escrito del análisis de una organización de servicios

de salud (Actividad 1 en el apéndice F) y el artículo de investigación (Actividad 2 en

el apéndice F) con el Apéndice F/ Appendix F – Paragraph Construction Rubric y el

Apéndice F / Appendix F - Six Writing Traits for Analytic Writing Scoring Rubrics.Six

Writing Traits for Analytic Writing Scoring Rubrics, respectivamente. Ambas matrices

de evaluación se encuentran en el apéndice F / Appendix F.

13. El facilitador evaluará los contenidos del análisis de una organización de servicios

de salud (Actividad 1 en el apéndice F) y el artículo de investigación (Actividad 2 en

el apéndice F) con el Apéndice F / Appendix F - Evaluación del análisis de una

organización de servicios de salud y el Apéndice F / Appendix F – Matriz para la

evaluación del artículo de investigación, respectivamente. Ambas matrices de

evaluación se encuentran en el apéndice F / Appendix F.



Workshop Two Specific Objectives: At the end of this workshop, the student will:

1. Discuss the evolution of health care delivery into integrated systems.

2. Analyze the history and effectiveness of the health care systems within United States.

3. Discuss the contributing factors related to the increase of health care cost.

4. Describe the differences of health care economics and conventional economics

concepts.

URLs:

Health Care Financing and Organizations http://www.hcfo.net/

National Archives and Records Administration http://www.access.gpo.gov/nara/cfr/cfr-

table-search.html

National Library of Medicine http://www.nlm.nih.gov/

Healthcare Financial Management Association http://www.hfma.org/

Safer-Healthier-People http://www.cdc.gov/ncidod/eid/vol7no2/scott.htm

Assignments before Workshop II:

1. Read Chapters 6-10 of the book, “Strategies for the New Health Care Marketplace:

Managing the Convergence of Consumerism & Technology”.

2. Read Part I of the book, “The Financial Management of Hospitals and Healthcare

organizations”.

3. Prepare an outline of the most relevant aspects of the readings to be discussed in class.

4. Rationale of Reimbursements. Perform a literature search to find a professional journal

article that discusses the rationale of one of the four health care payment system

(capitation, cost based, prospective payment, or managed care based). Write a 500 to

700 word essay summarizing the model. Also critique the system’s effectiveness,

strengths, and weaknesses. Use at least two references. References and citations shall

be in APA format. The essay will be submitted in Workshop II. Be prepared to discuss

http://www.hcfo.net/

http://www.access.gpo.gov/nara/cfr/cfr-table-search.html

http://www.access.gpo.gov/nara/cfr/cfr-table-search.html

http://www.nlm.nih.gov/

http://www.hfma.org/

http://www.cdc.gov/ncidod/eid/vol7no2/scott.htm



your essay in class.

Activities

1. Summary the previous class. It can be done by the facilitator or by a volunteer student

from the class. The work topic should be introduced.

2. Describe the objectives for the workshop and the assignments that will be completed

during the class.

3. Discussion about the evolution of health care delivery into integrated systems.

4. The class will be divided in groups of no more than four students. The Students will

share, discuss, and present the contributing factors related to the increase of health care

cost. The presentation must include examples or experiences related to the increase in

health care cost.

5. The students will discuss the differences between health care economics and

conventional economics concepts. The class will be divided in two groups where one

group will discuss concepts on conventional economics and the other group will discuss

concepts in health care economics. One representative from each group will present

their findings to the entire class.

6. Explanation of the take home exam. The exam will cover topics discussed in workshop

one and two. The test should be submitted in the Workshop Three.

7. Explanation of the Critical Analysis Assignment (written and oral presentation).

8. Additional time will be provided for questions about the topics discussed in class, and to

write the reflexive diary.

9. Explanation of the activities to perform in Workshop Three.



Taller Tres



1. Entenderá el concepto de calidad de servicio en las organizaciones de la salud.

2. Reconocerá los cambios que estén surgiendo en el rol de los profesionales de la

salud.

3. Evaluará los roles de las organizaciones profesionales e instituciones educativas en

las organizaciones de servicios de salud.

4. Explicará la evolución de varias iniciativas estratégicas en la industria de la salud.

5. Discutirá el impacto del cambio en regulaciones en la estructura operacional de los

sistemas de salud.

6. Examinará el proceso de identificaciones de pólizas, formación, implementación y

evaluación relacionadas a la prestación de servicios de salud.

7. Examinará el impacto de los grupos de interés en el desarrollo de la organización de

la salud.


Evolución en Cuidado de Salud: http://www.ache.org

Pólizas en Cuidado de Salud: http://www.lewin.com/default.htm

Agencia para investigación en el Cuidado de Salud: www.ahrq.gov/

Asociación Americana de Hospitales: www.aha.org

Calidad en el Cuidado de Salud: www.qhbinc.com/order.html

Tareas a realizar antes del Taller Tres

1. Leer y repasar los capítulos 10 – 12 de el texto “Strategies for the New Health Care

Marketplace: Managing the Convergence of Consumerism & Technology”. Realizar

apuntes de conceptos a ser estudiados, para discutir en clase.

2. Contestar y entregar el examen parcial (Take Home).

3. Preparar la asignación relacionada al análisis crítico. El análisis crítico consiste de

dos partes; un informe escrito y una presentación oral (Favor ver instrucciones

específicas para el análisis crítico en el prontuario). El análisis crítico será entregado


http://www.lewin.com/default.htm

http://www.ahrq.gov/

http://www.aha.org/

http://www.qhbinc.com/order.html



en el Taller Tres.

4. Seleccionar y entregar el nombre de la organización de salud que va a ser utilizada

para el trabajo grupal final a ser entregado en el Taller Cinco.

5. Búsqueda por el Internet de las direcciones electrónicas relacionadas a los roles de

las organizaciones profesionales e instituciones educativas en las organizaciones de

servicios de salud.

6. Selección de un artículo de revista profesional o del Internet que esté relacionado

con uno o varios de los objetivos del Taller Tres. El artículo será resumido y

presentado individualmente en clase.

7. Completar las tres secciones de la Actividad 1: Análisis de una organización de

servicios de salud (español) en el taller tres. El análisis se entregará en el idioma

español.

8. Completar el Apéndice F / Appendix F- Opinión del estudiante sobre el análisis de

una organización de servicios de salud.

Actividades

1. Se llevará a cabo un torbellino de ideas con el propósito de repasar los conceptos

desarrollados en el Taller Dos. Se utilizara la técnica de mapa de conceptos para

realizar la actividad.

2. Introducción del tema calidad de servicio y discusión de los objetivos del Taller.

3. Los estudiantes presentarán de forma individualizada un resumen y opinión personal

sobre el artículo seleccionado relacionado a los objetivos del Taller.

4. Los estudiantes realizarán las presentaciones individuales de los análisis críticos.

5. Trabajo en subgrupos: Discutir y analizar los componentes principales de calidad de

servicio. El análisis servirá de base para identificar las estrategias para medir y

verificar calidad de servicio en las organizaciones de la salud. El grupo seleccionará

un líder que presentara las ideas relevantes discutidas.

6. Presentación y discusión de las organizaciones profesionales e instituciones

educativas y sus roles en las organizaciones de servicios de salud.

7. El facilitador dictará una conferencia sobre el establecimiento de pólizas. Se

incluirán los siguientes temas:



a. Definición de pólizas.

b. Propósito de las pólizas en la industria de la salud.

c. La importancia de evaluar las pólizas.

d. Modificación/cambios en las pólizas.

8. Los estudiantes se dividirán en subgrupos y analizarán el impacto de los grupos de

interés en el desarrollo de la organización de la salud. Luego los diferentes grupos

realizarán una discusión en forma de debate donde discutirán sus ideas en clase.

9. Se entregará los trabajos correspondientes al examen parcial número uno y el

informe escrito del análisis crítico.

10. Se dará tiempo para escribir el diario reflexivo y explicación o clarificación de dudas

sobre asignaciones futuras.

11. Se realizará una actividad de cierre de motivación, la cual estará a cargo del

facilitador.

12. Los estudiantes entregarán las tres partes de la Actividad 1: Análisis de una

organización de servicios de salud. La actividad 1 se entregará en el idioma español

durante el taller tres.

13. Los estudiantes entregarán completado el apéndice F / Appendix F- Opinión del

estudiante sobre el análisis de una organización de servicios de salud.



Workshop Four

Specific Objectives:

At the end of this workshop, the student:

1. Will analyze the Microstructure of some of the health care delivery models.

2. Propose a model of health care delivery that is consistent with current potential,

economic, political, social and regulatory trends.

3. Analyze alternative models of health care delivery.

4. Describe different accreditation/certification agencies and their impact in health care

organizations.

URLs:

Community-Based Health Care Models: www.nlm.nih.gov/pubs/cbm/cbmodels.html

Alternative Models for Delivering Health Care: www.unl.edu/kellogg/annots/annt22.html

Journal of Medical Internet Research: www.jmir.org/2002/3/e21

Specific Criteria for Hospital Accreditation Agencies: www.jas-anz.com

Joint Commission on Accreditation of Healthcare Organizations (JCAHO):

www.jcaho.org/

Assignments before Workshop Four:

1. Read Chapters 13- 15 of the text, “Strategies for the New Health Care Marketplace:

Managing the Convergence of Consumerism & Technology”.

2. Prepare an outline of the most relevant aspects of the readings to be discussed in

class.

3. Select an article from a professional journal or from the Internet related to the one or

few of the objectives of the Workshop Four. Summarize and analyze the article. The

article will be presented individually in class.

4. Search literature related to alternative health care delivery systems such as holistic

health, herbal medicine, etc. Be prepare to discuss your findings in class.

5. Complete the three sections of the research paper Activity 2: Research Paper

(English) during Workshop Four. The Research paper will be submitted in the English

language.

http://www.nlm.nih.gov/pubs/cbm/cbmodels.html

http://www.unl.edu/kellogg/annots/annt22.html

http://www.jmir.org/2002/3/e21

http://www.jas-anz.com/

http://www.jcaho.org/



6. Complete Apéndice F / Appendix F - Student Opinion on the Research Paper

Activities

1. A brief discussion will take place to review the concepts learned in Workshop Three.

(Focalized List).

2. A group of students will make a presentation on the assigned material related to

alternative health care delivery systems. The presentation must be creative and should

include characteristics of the system presented.

3. Research: Preparation of a table that will gather specific information on the

microstructure of the following health care delivery models:

a. Hospitals

b. Extended Care Facilities

c. Emergency Services,

d. Home Health Services,

e. Outpatient Clinics

The table should include:

a. Characteristics of each model

b. Legal basis

c. Reimbursement for redeemed services

d. Organizational Structure

4. The class will be divided in subgroups of no more than four students. The students

will share, discuss, and present a health care delivery model that they believe is

consistent with current potential, economic, political, social and regulatory trends.

5. Discussion and analysis of different accreditation/certification agencies and their

impact in health care organizations.

6. Explanation of the take home exam. The exam will cover topics discussed in

Workshops Three and Four.

7. Explanation of the Impact of the uninsured population final project (written and oral

presentation) to be submitted in Workshop Five.

8. Additional time will be provided for questions about the topics discussed in class, and

to write the reflective diary.



9. The student will submit the three sections of Activity 2: Research Paper (English).

The Research Paper must be submitted in the English language during Workshop

Four.

10. The student will submit Apéndice F / Appendix F - Student Opinion on the Research

Paper.

11. Explanation of the activities to perform in Workshop Five.



Taller Cinco/ Workshop Five Nota: Este taller será bilingüe. Las presentaciones finales serán en inglés y el

resto de la clase será facilitada en español.

Note: This will be a bilingual Workshop. The final presentations will be conducted

in English and the rest of the class will be facilitated in Spanish.



1. Analizará el rol de los administradores en la reforma de salud y en el futuro de los

sistemas de salud.

2. Aplicará el proceso de estrategias para las organizaciones de servicios de salud.

3. Examinará algunas estrategias para reducir la actual escasez de los trabajadores en el

campo de la salud.

4. Examinará como el acceso a los servicios de salud afectan la población actual y futura.


The role of the health care Administrators http://www.ache.org

Shortage of Nurses www.allnursingschools.com

Nursing Staffing and Recruiting www.akamaihealthcare.com

Nursing Shortage www.ana.com

Tareas a realizar antes del Taller Cinco:

1. Leer y repasar los capítulos 16 – 17 de el texto “Strategies for the New Health Care

Marketplace: Managing the Convergence of Consumerism & Technology”. Realizar

apuntes de conceptos a ser estudiados, para discutir en clase.

2. Contestar y entregar el examen parcial número dos (Take Home).

3. Selección de un artículo de revista profesional o del Internet que esté relacionado con

uno o varios de los objetivos del Taller Cinco. El artículo será resumido y presentado

individualmente en clase.

4. Búsqueda por el Internet de las direcciones electrónicas relacionadas a la escasez de


http://www.allnursingschools.com/

http://www.akamaihealthcare.com/

http://www.ana.com/



los trabajadores en el campo de la salud y estrategias utilizadas para reducir la actual

escasez.

5. Completar la asignación de grupo relacionada al Impacto que causan las personas sin

seguro de salud a las organizaciones de servicios de salud. La asignación especial

incluirá la presentación en inglés del trabajo grupal. La presentación no debe exceder

de 20 minutos. Además incluirá el ensayo en español de 750 a 1050 palabras. El

ensayo debe cubrir todas las áreas mencionadas en el prontuario.

Actividades

1. Se llevará a cabo un torbellino de ideas con el propósito de repasar los conceptos

desarrollados en el Taller Cuatro.

2. Introducción de los objetivos del Taller Cinco y el tema del rol de los administradores en

las reformas de salud.

3. Los estudiantes presentarán de forma individualizada un resumen y opinión personal

sobre el artículo seleccionado relacionado a los objetivos del Taller.

4. En grupos no mayores de cuatro personas, compartir ideas y analizar el problema de la

escasez de del profesional de enfermería en los Estados Unidos. El análisis servirá de

base para identificar estrategias para reducir la escasez y promover incentivos para la

retención. El grupo seleccionará un líder que presentará las ideas relevantes discutidas.

5. Se discutirá en forma de tertulia como el acceso a los servicios de salud afectan la

población actual y futura.

6. Luego los diferentes grupos realizarán la presentación final sobre el el Impacto que

causan las personas sin seguro de salud a las organizaciones de servicios de salud.

7. Se entregará el trabajo correspondiente al examen parcial número dos.

8. Se dará tiempo para escribir el diario reflexivo.

9. Se realizará una actividad de cierre de motivación, la cual estará a cargo del facilitador.

Se dialoga con el estudiante sobre su progreso académico al momento y se clarifican

dudas al respecto.



Anejos/Appendix



Anejo A/Appendix A WRITING ASSESSMENT RUBRIC

Course Code Student Date

Title Instructor

Please note: This rubric or checklist will help you to identify areas of strength and weakness in your writing, so you will know where you can most advantageously work toward improvement. It is not, however, directly related to your grade on a given written assignment. Your instructor may have goals and objectives for that assignment that are different from the qualities of good writing noted here; when in doubt, ask your instructor.

1. Responds fully to the assignment

EXCELLENT VERY

GOOD ADEQUATE WEAK POOR

2. Presents a clear statement of topic, thesis or dominant impression

EXCELLENT

VERY GOOD

ADEQUATE

WEAK

POOR

3. Exercises good critical thinking

EXCELLENT VERY


4. Expresses its purpose clearly and persuasively throughout

EXCELLENT

VERY GOOD

ADEQUATE

WEAK

POOR

5. Invokes and uses relevant facts correctly

EXCELLENT VERY GOOD

ADEQUATE WEAK POOR

6. Provides adequate supporting arguments with reasons, evidence and/or examples

EXCELLENT

VERY

GOOD

ADEQUATE

WEAK

POOR

7. Is focused, well organized, and unified

EXCELLENT VERY


8. Uses direct language appropriate for the audience

EXCELLENT VERY


9. Identifies and evaluates sources as appropriate

EXCELLENT VERY


10. Correctly documents and cites sources

EXCELLENT VERY


11. Is free of errors in grammar, punctuation, spelling and format

EXCELLENT

VERY GOOD

ADEQUATE

WEAK

POOR

12. Displays originality and EXCELLENT VERY ADEQUATE WEAK POOR



Universidad del Este, Universidad Metropolitana, Universidad del Turabo

creativity GOOD

ADDITIONAL COMMENTS:



Anejo B/Appendix B

PRESENTATION RUBRIC

Evaluating Student Presentations

1 2 3 4 Total

Organization

Audience cannot understand the presentation because there is no sequence of information

Audience has difficulty following presentation because student jumps around

Student presents information in logical sequence which audience can follow

Student presents information in a logical and interesting sequence which audience can follow

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about the subject

Student is uncomfortable with information and is able to answer only rudimentary questions

Student is at ease with expected answers to all questions, but fails to elaborate

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration

Graphics

Student uses superfluous graphics or no graphics

Occasionally, the student uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce the screen text and presentation.

Mechanics

Student's presentation has four or more spelling errors and/or grammatical errors

Presentation has three misspellings and/or grammatical errors

Presentation has no more than two misspellings and/or grammatical errors

Presentation has no misspellings or grammatical errors

Eye Contact

Student reads all of report with no eye contact

Student occasionally uses eye contact, but

Student maintains eye contact most of the time,

Student maintains eye contact with audience,



still reads most of report

but frequently returns to notes

seldom returning to notes

Elocution

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing the presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear the presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation

Total Points



Anejo B/Appendix B (continuación)

ORAL PRESENTATION RUBRIC 2 Name Group

Topic

Group Members

Instructions: Rate each category according to the following scale

9-10 = 7-8 = very 5-6 = 3-4 = 1-2 = poor 0 = excellent good good satisfactory unsatisfactory

Oral Presentation Rubric Possible Points

Self- Assessment

Teacher Assessment

Provided depth in coverage of topic 10

Presentation was well planned and coherent

10

Presenters were models of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions.

10

Communication aids were clear and useful.

10

Bibliographic information for others was complete.

10

Total Possible Points 50



Anejo C/Appendix C

CRITICAL ANALYSIS RUBRIC

Traits 4 3 2 1

Analysis of Text

The writer identifies and expounds upon the assigned elements such as setting, characterization, conflict, plot, and theme. Specific examples from the text are given.

The writer identifies and expounds on one element(s), but does not give specific examples.

The writer attempts, but does not adequately identify or expound on one element.

The writer does not attempt to identify or expound on an element.

Identification of author's purpose/

audience

The writer identifies the author's purpose for writing the work and the audience for whom the work was intended. Specific examples from the text are given.

The writer identifies the purpose and audience, but does not give specific examples.

The writer attempts, but does not adequately identify the purpose or audience.

The writer does not attempt to identify the purpose or the audience.

Identification of literary devices

The writer identifies the applicable literary devices such as irony, repetition, analogy, etc.

The writer identifies most of the literary devices.

The writer identifies only a few literary devices.

The writer does not attempt to identify any devices

Organization

The organization enhances and showcases the central idea. The order, structure, or presentation is compelling and moves the reader through the text.

The reader can follow what is being said, but the overall organization may be ineffective or too obvious.

It is difficult for the reader to follow what is being said. Attempt is given towards organization, but the overall effect is ineffective.

Organization is haphazard and disjointed. The writing lacks direction.



Voice

The writer speaks directly to the reader in a way that is individualistic, expressive, and engaging. Clearly the writer is involved in the text and is writing to be read

The writer seems sincere but not fully involved in the topic. The result is pleasant, acceptable, sometimes even personable, but not compelling.

The writer attempts to be involved in the work, but the overall effect is general and dispassionate.

The writer seems indifferent, uninvolved, or dispassionate.

Conventions

The writer demonstrates a good grasp of standard writing conventions and uses them effectively.

Errors in conventions begin to impair readability. While errors do not block meaning, they tend to be distracting.

Errors are frequent and affect the readability but do not block the meaning. Frequent errors impair readability.

Numerous errors make the text difficult to read.



Anejo D/Appendix D TEAM WORK AND/OR CLASS PARTICIPATION

Exceeds

Expectations Meets

Expectations Does Not Meet Expectations

Score

Points Earned 3 2 1 or 0

Engages in group effort

Regular, enthusiastic participation

Regular participation

Little or no participation

Assumes/delegates responsibility

Organizes and plans tasks

Cooperative; accepts tasks

Uncooperative; accepts few or no tasks

Follows through on group tasks

Goes beyond assignments/tasks

Completes assignments/tasks

Completes few or no assignments/tasks

Follows through on individual tasks

Goes beyond assignments/tasks

Completes assignments/tasks

Completes few or no assignments/tasks

Helps others with asssignments

Offers assistance Assists when

asked Little or no

assistance

Participates in class discussions and activities

Volunteers suggestions or answers

Participates when asked

Little or no participation

TOTAL SCORE

COMMENTS:



PARTICIPATION RUBRIC 2 Excellent (A range)

Regular participant in class / group discussion but does not dominate discussion

Listens attentively to others and responds respectfully; does not talk while others are

talking

Calls students by name; makes eye contact

Offers relevant, insightful and constructive comments during class / discussion and on

papers

Always stays on task

Submits thoughtfully complete in-class writing assignments

Perfect (or close to perfect) attendance / punctuality

Visits Office Hours and/or Writing Center

Very Good (B range)

Regular participant in class/ group discussion but does not dominate either

Listens to others and responds respectfully; does not talk while others are talking

Offers helpful comments during class discussion and on papers

Usually stays on task

Submits adequately complete in-class writing assignments

Good attendance / punctual

Visits Office Hours and/or Writing Center

Satisfactory (C range)

Participates in class discussion and / or sometimes dominates class/ group discussion

Listens to others, but may not always be respectful or considerate; often talks while

others are talking

Offers some helpful comments during class discussion and on papers

Sometimes deviates from planned activities

Submits complete in-class writing assignments

Attendance / punctuality fluctuates

Visits Office Hours and/or Writing Center only during crunch times

Unsatisfactory (D/F range)

Does not participate in class /group discussion or regularly dominates these discussions



Few if any helpful comments during class discussion and on papers

Often off task and/or leads group/ class from related activity

Submits incomplete / skimpy in-class writing assignments

Poor attendance

Rare if any visits to Office Hours or the Writing Center



Anejo E/Appendix E

DIARIO REFLEXIVO Fecha

Curso

Hoy aprendí

Me gustaría que se abundara más en el tema de

Yo Cambiaría

Yo continuaría con



Apéndice F / Appendix F

Descripción

Este apéndice es un proyecto que incluye dos actividades: un análisis de una

organización de servicios de salud y un artículo de investigación. La actividad sobre una

organización de servicios de salud se entregará en el idioma español, mientras que el

artículo de investigación será escrito en el idioma inglés. Ambas actividades buscan

evaluar las habilidades de los estudiantes en cuanto a su conocimiento sobre la gerencia

de organizaciones de salud. Las matrices de valoración que aparecen al final de ambas

actividades se usarán para evaluar el trabajo de cada actividad entregado por los

estudiantes.

Actividad 1: Análisis de una organización de servicios de salud (español)

Introducción

El estudiante completará un análisis de una organización de servicios de salud.

Este análisis intenta familiarizar al estudiante con la estructura interna y las aportaciones

de la organización a la comunidad. El mismo presenta la jerarquía directiva y otros

aspectos importantes para el funcionamiento eficiente de una organización en relación

con la misión y la visión. El estudiante seleccionará una organización proveedora de

servicios de salud en su comunidad con la cual demuestre la relación entre el

conocimiento adquirido sobre la gerencia de servicios de salud y el funcionamiento actual

de dicha organización.

Instrucciones

1. Lea todas las instrucciones para la actividad # 1 antes de comenzarla.

2. Incluya los componentes básicos de párrafos efectivos. Para eso, utilice la matriz para

la escritura de párrafos efectivos que aparece en el Appendix F – Paragraph

Construction Rubric. Además, esta matriz se usará para evaluar su análisis.

3. Divida el ensayo en introducción, cuerpo y conclusión. Para esto, siga las reglas de

escritura efectiva según el Appendix F – Six Writing Traits for Analytic Writing Scoring

Rubrics. Además, esta matriz también se usará para evaluar su análisis.

4. Incluya una reflexión breve en la conclusión. La reflexión debe ser en torno al

conocimiento obtenido para el desarrollo profesional y personal del estudiante.

5. Seleccione una organización de salud en su comunidad.



6. Asegúrese de que el facilitador apruebe su selección antes de que usted comience a

trabajar en el análisis.

7. Escriba el análisis final en el idioma español en no más de seis páginas.

8. Entregue a su facilitador dos copias escritas de su trabajo final como se especifica a

continuación:

a. La primera copia debe incluir una portada en formato APA.

b. La primera copia debe incluir su nombre completo y su número de estudiante.

c. La segunda copia debe incluir una portada en formato APA.

d. La segunda copia debe incluir su número de estudiante en vez de su nombre

completo. El facilitador del curso le entregará esta copia al Director Académico

del campus.

9. Refleje las pautas de la sexta edición del manual APA en el análisis final.

10. Entregue el análisis final de la organización en el taller tres.

11. Incluya las secciones siguientes en el análisis final:

a. Sección 1: Presentación

I. Portada

II. Título

III. Autor

IV. Curso

b. Sección 2: Contenido (ver punto 5 anterior)

I. Analice la misión y la visión de la organización.

II. Presente el organigrama oficial publicado de la organización.

a. Analice el rol de cuatro puestos gerenciales de la organización en

relación con su misión.

III. Evalúe brevemente la aportación social de la institución a la comunidad y

a la profesión.

IV. Discuta substancialmente tres fortalezas y tres debilidades de la

organización seleccionada en relación con los servicios que provee a la

comunidad.

V. Identifique al menos cuatro acreditaciones obtenidas por la organización.

a. Identifique las agencias acreditadoras de la institución seleccionada.



Visite la página web http://www.hmeaccreditationresource.com/

b. Discuta los beneficios de cada acreditación en términos de prestigio y

posibles retos para obtenerla.

c. Sección 3: Referencias

I. Utilice de tres a cinco fuentes válidas y confiables publicadas sobre el tema en

los últimos tres o cuatro años.

II. Utilice revistas profesionales o en las redes electrónicas oficiales, válidas y

confiables en el área.

III. Liste solamente las fuentes mencionadas en la actividad número 1: Análisis de

una organización de servicios de salud. No incluya en la lista de referencias

nada que no haya mencionado en el análisis.

http://www.hmeaccreditationresource.com/



Activity 2: Research Paper (English)

Introduction

The activity number 2 of the project is a research paper. It requires the student to

conduct research on a healthcare organization, perform a literature review, expand on

the variety of healthcare services provided, and set forth an argument concerning the

services of the chosen healthcare organization with other similar organizations in the

healthcare field in the community.

Instructions

1. Read all the instructions for this activity before completing any of the steps required.

2. Include the basic components of effective paragraphs. To do that, use the rubric for

writing effective paragraphs under Appendix F – Paragraph Construction Rubric. The

facilitator will use this rubric to assess your work.

3. Use Appendix F – Six Writing Traits for Analytic Writing Scoring Rubrics as a guide to

structure your written report. The facilitator will also use this rubric to assess your

work.

4. Make sure that your research paper contains the basic elements of a study.

5. Conduct your research on the same organization used in Actividad 1: Análisis de una

organización de servicios de salud.

6. Perform a literature review using the following web engines:

a. www.doh.state.fl.us

b. www.fahq.org

c. www.va.gov

d. www.ihs.org

7. Provide your arguments in professional English language in no more than six pages.

8. Submit two copies of your research paper as specified below:

a. The first copy must include a cover page formatted in APA style.

b. The first copy must include your complete name and your student number.

c. The second copy must include a cover page formatted in APA style.

d. The second copy must include your student number instead of your complete

name. The course facilitator will submit the second copy to the Campus Academic

Director.

http://www.doh.state.fl.us/

http://www.fahq.org/

http://www.va.gov/

http://www.ihs.org/



9. Reflect the APA guidelines on your research paper.

10. Submit your research paper in Workshop Four.

11. Divide your research paper into the sections indicated below:

a. Section 1: Presentation

i. Cover page

ii. Title

iii. Author

iv. Course

b. Section 2: Research Content

i. Provide the headings for each topic addressed in your research paper.

ii. Compare the current Patient Protection and Affordable Care Act with another

model in the industry.

a. Mention two strengths and two weakness of each model.

iii. Discuss the impact of the Patient Protection and Affordable Care Act on the

selected organization’s operations.

a. Provide clear examples from this organization or from similar institutions.

iv. Suggest the most suitable model to be used in the industry based on your

research.

c. Section 3: References and Appendixes

i. References page with at least five sources published within the last three to

four years.

ii. Do not list in the References page any resources that have not been

mentioned in the research paper.

iii. Appendixes


Apéndice F / Appendix F- Evaluación del análisis de una organización de servicios de salud

Instrucciones para el cálculo de la calificación de contenido en el análisis de una organización de salud (i.e., 70% contenido)

Para calcular la calificación de este trabajo, cuente verticalmente el número de marcas obtenidas en una columna. Luego, escriba el resultado de cada columna en el espacio en blanco a la derecha del signo de multiplicación que se encuentra en la última fila de la matriz. Multiplique el valor asignado (i.e., 4, 3, 2 y 1) a cada columna por el resultado obtenido en cada columna. Finalmente, sume los productos de estas multiplicaciones y escriba el total general en el espacio correspondiente en la Tabla A, Criterios para la evaluación del análisis de una organización de servicios de salud, que se encuentra al final de la matriz.

Metas del programa Excelente Muy bien Aceptable Necesita mejorar

1. Utilizar las computadoras y sus programas especializados, los instrumentos electrónicos y calculadoras para llevar a cabo las tareas de los procesos administrativos.

El ensayo refleja un uso ejemplar de la tecnología sin ningún tipo de errores mecánicos. ---------- Las normas mecánicas y tipográficas de APA aparecen en forma consistente en el ensayo. ---------- El organigrama refleja fielmente a la organización.

El ensayo tiene dos errores mecánicos no significativos en el uso de la tecnología. ---------- Las normas mecánicas y tipográficas de APA son inconsistentes en partes del ensayo. ---------- El organigrama refleja a la organización.

El ensayo tiene de tres a seis errores mecánicos no significativos en uso de la tecnología. ---------- Las normas mecánicas y tipográficas de APA son muy inconsistentes en dos partes del ensayo. ---------- El organigrama refleja incoherentemente a la organización.

El ensayo tiene muchos errores mecánicos significativos. ---------- Las normas mecánicas y tipográficas de APA no aparecen. ---------- El organigrama no refleja a la organización.

3. Identificar la legislación y los reglamentos que se aplican a la situación de la industria de salud.

El ensayo se apoya en 4 o 5 fuentes confiables para discutir la relación entre la

El ensayo se apoya en 2 o 3 fuentes confiables para discutir la relación

El ensayo se apoya en una fuente confiable para discutir la relación entre la

El ensayo no se apoya en fuentes para discutir la relación entre la


misión de la organización y los estándares de 4 agencias acreditadoras especializadas. ------------------ El ensayo presenta evidencia ejemplar y suficiente relacionada con 4 acreditaciones. ----------------------- El ensayo discute con evidencia ejemplar y suficiente el impacto de la acreditación en el funcionamiento de la institución.

entre la misión de la organización y los estándares de 2 o 3 agencias acreditadoras especializadas. ------------------ El ensayo presenta evidencia suficiente relacionada con 2 o 3 acreditaciones. ----------------------- El ensayo discute con evidencia suficiente el impacto de la acreditación en el funcionamiento de la institución.

misión de la organización y los estándares de una agencia acreditadora especializada. ------------------ El ensayo presenta evidencia suficiente de una acreditación seleccionada. ----------------------- El ensayo discute con evidencia débil el impacto de la acreditación en el funcionamiento de la institución.

misión de la organización y los estándares de una agencia acreditadora especializada. ------------------ El ensayo presenta evidencia insuficiente de la acreditación seleccionada. ----------------------- El ensayo no discute suficientemente el impacto de la acreditación en la institución.

5. Discriminar entre los diferentes modelos y sistemas de salud para identificar los puntos fuertes, pertinencias y aplicabilidad.

El ensayo evalúa 3 o 4 aportes de la institución a la comunidad y a los servicios de salud locales en forma exhaustiva. --------------- El ensayo especifica ejemplarmente el modelo de evaluación anterior. ------------ El ensayo discute tres

El ensayo evalúa dos aportes de la institución a la comunidad y a los servicios de salud locales en forma limitada. --------------- El ensayo especifica dos etapas de la evaluación anterior. ------------ El ensayo discute dos fortalezas y dos

El ensayo evalúa un aporte de la institución a la comunidad y a los servicios de salud locales. --------------- El ensayo explica una etapa de la evaluación. ------------ El ensayo discute una fortaleza y una debilidad de la

El ensayo no evalúa los aportes de la institución a la comunidad ni a los servicios de salud locales. --------------- El ensayo no explica ninguna etapa de la evaluación. ------------ El ensayo no discute la fortaleza


fortalezas y tres debilidades de la organización con evidencia objetiva.

debilidades de la organización con evidencia objetiva.

organización con evidencia objetiva.

ni la debilidad de la organización.

Metas del programa Excelente

4 x = . Muy bien

3 x = . Aceptable

2 x = . Necesita mejorar

1 x = .

Tabla A

Criterios para la evaluación del análisis de una organización de servicios de salud

Distribución de los puntos Calificación en letra Descripción Total Calificación Comentarios

26 – 36 A Excelente

19 – 27 B Muy bien

10 – 18 C Aceptable

0 – 9 D Necesita mejorar


Apéndice F / Appendix F – Research Paper Assessment Rubric

Grade Calculation for the Content Portion of the Research Paper (i.e., 70% of the Final Grade) To calculate the grade for the assignment, count vertically the number of marks obtained in a column. Then, write

the result of each column on the right-side blank next to the multiplication sign located in the last row of the rubric. Multiply the assigned value (i.e., 4, 3, 2, and 1) for each column by the result obtained in the column. Finally, add the products of these multiplications, and enter the grand total in the space provide in Table B, Assessment Criteria for the Research Paper, at the end of the rubric.

Outcome Excellent Very Good Acceptable Needs Improvement

1. Utilize computers and their specialized software, electronic instruments and calculators to carry out the tasks of managerial processes.

The paper reflects an exemplary use of technology without any mechanical errors. ---------- Mechanical and typographical APA style appears consistently in the paper. ---------- The references page reflects the APA style.

The paper has two nonsignificant mechanical errors in the use of technology. ---------- Mechanical and typographical APA style is inconsistent in one part of the paper. ---------- The references page reflects the APA style.

The paper has three to five nonsignificant mechanical errors in the use of technology. ---------- Mechanical and typographical APA style is very inconsistent in two parts of the paper. ---------- The references page somewhat reflects APA rules.

The paper has too many significant mechanical errors. ---------- Mechanical and typographical APA style is not present in the paper. ---------- The references page does not reflect the APA style.

3. Identifying legislation and regulations that apply to the scenario of the health industry.

The paper substantially discusses the Care Act and other regulations applicable to the selected organization. ------------------ The paper supports

The paper discusses the Care Act and other regulations applicable to the selected organization. ------------------ The paper supports

The paper discusses the Care Act and other regulations applicable to the selected organization. ------------------

The paper does not extensively discuss the Care Act or other regulations applicable to the selected organization. ------------------


the application of the Care Act and other regulations with objective evidence.

the application of the Care Act and other regulations with anecdotes.

The paper supports the application of the Care Act and other regulations with unverifiable anecdotes.

The paper does not support the Care Act or other regulations.

5. Discriminate among different health models and systems to establish strengths, pertinence, and applicability.

The paper provides evidence of model analysis supported by personal contributions. --------------- The paper thoroughly compares the strengths of the health models. ------------ The paper thoroughly compares the weaknesses of the health models.

The paper provides evidence of model analysis without personal contributions. --------------- The paper superficially compares the strengths of the models. ------------ The paper superficially compares the weaknesses of the health models.

The paper provides some evidence of model analysis without support from the literature. --------------- The paper superficially presented the strengths of one model. ------------ The paper presented the weaknesses of one model.

The paper does not provide enough evidence of model analysis without supporting evidence. --------------- The paper does not convincingly show the strengths of the models. ------------ The paper does not convincingly show the weaknesses of the models.

Program Outcome Excellent

4 x = . Very Good

3 x = . Acceptable

2 x = . Needs Improvement 1 x = .

Table B Assessment Criteria for the Research Paper

Point Distribution Letter Grade Description Grand Total Obtained Grade General Comments

25 – 32 A Excellent

17 – 24 B Very Good

9 – 16 C Acceptable

0 – 8 D Needs Improvement



Apéndice F / Appendix F – Paragraph Construction Rubric

Student’s name: Date:

Facilitator: Course:

Assignment:

Instructions: This rubric should be used to assess paragraph construction. The facilitator

is to provide the participants with ideas and support to remediate in the evaluation areas

needed.

SCORE: GRADE**:

Evaluation Areas 3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it relates to the assigned topic, and it is correctly placed as the first sentence.

Topic sentence is either unclear as to the assigned topic, or it is incorrectly placed.

There is no evident topic sentence. It is unrelated to the assigned topic, and/or it is incorrectly placed.

Explanation of Topic Sentence (Supporting Ideas)

There are three sentences explaining the topic sentence related to the assigned topic.

There are only two sentences explaining the topic sentence, or the explanation is too general.

There is only one or no sentence explaining the topic sentence related to the assigned topic.

Evidence for Topic Sentence (Elaborating Details)

Evidence for all three explanation sentences related to the assigned topic is provided.

Evidence for two explanation sentences related to the assigned topic is provided, or evidence is too general. There is no specificity.

Only one or no evidence sentence related to the assigned topic is provided.

Conclusion Sentence

Conclusion sentence rephrases the topic sentence related to the assigned topic, and it explains its importance.

Conclusion sentence rephrases the topic sentence, but it doesn’t explain its importance.

There is no conclusion sentence, or conclusion sentence is unrelated to the topic.

Fragments and Run-on Sentences

There are no fragments or run-on sentences.

There is one fragment or run-on sentence.

There are two or more fragments or run-on sentences.

Use of Transitions* Transitional words Transitions are Transitions are not



SCORE: GRADE**:

Evaluation Areas 3 Points Each 2 Points Each 1 Point Each

are used effectively throughout the written work.

used throughout, but one transitional word is used incorrectly. It is missing one or two transitions.

used, are all incorrectly used, or five or more transitions are missing.

Grammar Paragraph has no errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or in the use of personal pronouns. Legible

Paragraph has two errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or in the use of personal pronouns. Marginally Legible

Paragraph has more than three errors in punctuation, capitalization and spelling, use of verb tenses, word agreement, or use of personal pronouns that make understanding difficult. Not legible

TOTAL POINTS:

*What are transitions, and how are they used in effective writing?

Transitions are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transitional words have different functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores

D: 13 Points (Yellow/Red) F: All Red Scores

https://www.msu.edu/user/jdowell/135/transw.html



Apéndice F / Appendix F - Six Writing Traits for Analytic Writing Scoring Rubrics

Student’s name: Date:

Facilitator: Course:

Assignment:

Instructions: This rubric will be used to evaluate written work done by the student in both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the criteria per level (6 = highest, 1 = lowest) that best reflect the student’s writing ability. Refer to all the Appendix B sheets that describe, in detail, all the writing traits that you are evaluating in order to complete this rubric properly. Write an “X” in the box that applies for each criterion. Add the corresponding numbers down and across to obtain the total. Divide by six to obtain the number of points for the written work (maximum of six points per written work).

Writing Traits

Criteria per Level (From Highest to Lowest)

6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

Conventions

TOTALS (Add all the totals down, then across to obtain the Grand Total)

Grand Total:

Final Score: /36 Scoring Scale: 0 – 36 Outstanding: 32 - 36 points = A Very Good: 29 – 31 points = B Satisfactory: 25 – 28 points = C Fair: 22 – 24 points = D Poor: 0 – 21 points = F



Six Traits for Analytic Writing Rubrics Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by: • clarity, focus, and control, • main idea(s) that stands out, • supporting, relevant, carefully selected details; when appropriate, use of resources provides

strong, accurate, credible support, • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes

connections and shares insights, and • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by: • clarity, focus, and control, • main idea(s) that stands out, • supporting, relevant, carefully selected details; when appropriate, use of resources provides

strong, accurate, credible support, • a thorough, balanced explanation/exploration of the topic; the writing makes connections and

shares insights, • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by: • an easily identifiable purpose, • clear main idea(s), • supporting details that are relevant, but may be overly general or limited in places; when

appropriate, resources are used to provide accurate support, • a topic that is explored/explained, although developmental details may occasionally be out of

balance with the main idea(s); some connections and insights may be present, and • content and selected details that are relevant, but perhaps not consistently well chosen for

audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by: • an easily identifiable purpose and main idea(s), • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo

observations heard elsewhere, • support that is attempted, but developmental details that are often limited in scope, uneven,

somewhat off-topic, predictable, or overly general, • details that may not be well-grounded in credible resources; they may be based on clichés,

stereotypes or questionable sources of information, and • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by: • a purpose and main idea(s) that may require extensive inferences by the reader, • minimal development; insufficient details, • irrelevant details that clutter the text, and • extensive repetition of detail.

1

The writing lacks a central idea or purpose. The writing is characterized by: • ideas that are extremely limited or simply unclear and • attempts at development that are minimal or non-existent; the paper is too short to

demonstrate the development of an idea.



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by: • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing

is easy to follow, • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or

closure, • smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and • details that fit where placed.

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by: • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow, • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure, • smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and • details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by: • clear sequencing, • an organization that may be predictable, • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion

that may lack subtlety, • a body that is easy to follow with details that fit where placed, • transitions that may be stilted or formulaic, and • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by: • attempts at sequencing, but the order or the relationship among ideas may occasionally be

unclear, • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g.

“My topic is...”, “These are all the reasons that…”), • transitions that sometimes work. The same few transitional devices (e.g., coordinating

conjunctions, numbering, etc.) may be overused, • a structure that is skeletal or too rigid, • placement of details that may not always be effective, and • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by: • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear, • a missing or extremely undeveloped beginning, body, and/or ending, • a lack of transitions, or when present, ineffective or overused, • a lack of an effective organizational structure, and • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by: • a lack of effective sequencing, • a failure to provide an identifiable beginning, body and/or ending, • a lack of transitions, • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along

too rapidly, and • a lack of organization which ultimately obscures or distorts the main point.



Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by: • an effective level of closeness to or distance from the audience (e.g., a narrative should have a

strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting; technical writing may require greater distance),

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively; the reader may discern the writer behind the words and feel a sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by: • an appropriate level of closeness to or distance from the audience (e.g., a narrative should

have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting; technical writing may require greater distance),

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively; the reader may discern the writer behind the words and feel a sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by: • a questionable or inconsistent level of closeness to or distance from the audience, • a sense of audience; the writer seems to be aware of the reader but has not consistently

employed an appropriate voice; the reader may glimpse the writer behind the words and feel a sense of interaction in places, and

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by: • a limited sense of audience; the writer’s awareness of the reader is unclear, • an occasional sense of the writer behind the words; however, the voice may shift or disappear

a line or two later and the writing become somewhat mechanical, and • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by: • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical, • a voice that is likely to be overly informal and personal, • a lack of audience awareness; there is little sense of "writing to be read," and • little or no hint of the writer behind the words. There is rarely a sense of interaction between

reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by: • no engagement of the writer; the writing is flat and lifeless, • a lack of audience awareness; there is no sense of “writing to be read,” and • no hint of the writer behind the words. There is no sense of interaction between writer and

reader; the writing does not involve or engage the reader.



Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by: • accurate, strong, specific words; powerful words energize the writing, • fresh, original expression; slang, if used, seems purposeful and is effective, • vocabulary that is striking and varied, but that is natural and not overdone, • ordinary words used in an unusual way, and • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by: • accurate, specific words; word choices energize the writing, • fresh, vivid expression; slang, if used, seems purposeful and is effective, • vocabulary that may be striking and varied, but that is natural and not overdone, • ordinary words used in an unusual way, and • words that evoke clear images; figurative language may be used.

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by: • words that work but do not particularly energize the writing, • expression that is functional; however, slang, if used, does not seem purposeful and is not

particularly effective, • attempts at colorful language that may occasionally seem overdone, • occasional overuse of technical language or jargon, and • rare experiments with language; however, the writing may have some fine moments and

generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by: • words that work, but that rarely capture the reader’s interest, • expression that seems mundane and general; slang, if used, does not seem purposeful

and is not effective, • attempts at colorful language that seem overdone or forced, • words that are accurate for the most part, although misused words may occasionally

appear, technical • language or jargon may be overused or inappropriately used, and • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by: • words that are colorless, flat or imprecise, • monotonous repetition or overwhelming reliance on worn expressions that repeatedly

distract from the message, and • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by: • general, vague words that fail to communicate, • an extremely limited range of words, and • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next, • extensive variation in sentence structure, length, and beginnings that add interest to the

text, • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing

relationships among ideas, • varied sentence patterns that create an effective combination of power and grace, • strong control over sentence structure; fragments, if used at all, work well, and • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: • a natural, fluent sound; it glides along with one sentence flowing into the next, • variation in sentence structure, length, and beginnings that add interest to the text, • sentence structure that enhances meaning, • control over sentence structure; fragments, if used at all, work well, and • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by: • a natural sound; the reader can move easily through the piece, although it may lack a

certain rhythm and grace, • some repeated patterns of sentence structure, length, and beginnings that may detract

somewhat from overall impact, • strong control over simple sentence structures, but variable control over more complex

sentences; fragments, if present, are usually effective, and • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part,

but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by: • some passages that invite fluid oral reading; however, others do not, • some variety in sentences structure, length, and beginnings, although the writer falls into

repetitive sentence patterns, • good control over simple sentence structures, but little control over more complex

sentences; fragments, if present, may not be effective, • sentences which, although functional, lack energy, and • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by: • significant portions of the text that are difficult to follow or read aloud, • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object), and • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by: • text that does not invite—and may not even permit—smooth oral reading, • confusing word order that is often jarring and irregular, • sentence structure that frequently obscures meaning, and • sentences that are disjointed, confusing, or rambling.



Trait #6: Conventions Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by: • strong control of conventions; manipulation of conventions may occur for stylistic effect, • strong, effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure, • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece, and • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by: • strong control of conventions, • effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure, • correct capitalization; errors, if any, are minor, • correct grammar and usage that contribute to clarity and style, • skill in using a wide range of conventions in a sufficiently long and complex piece, and • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by: • control over conventions used, although a wide range is not demonstrated, • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect, • spelling that is usually correct, especially on common words, • basically sound paragraph breaks that reinforce the organizational structure, • correct capitalization; errors, if any, are minor, • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse

the reader, and • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by: • some control over basic conventions; the text may be too simple to reveal mastery, • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors, • spelling errors that distract the reader; misspelling of common words occurs, • paragraphs that sometimes run together or begin at ineffective places, • capitalization errors, • errors in grammar and usage that do not block meaning but do distract the reader, and • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by: • little control over basic conventions, • many end-of-sentence punctuation errors; internal punctuation contains frequent errors, • spelling errors that frequently distract the reader; misspelling of common words often occurs, • paragraphs that often run together or begin in ineffective places, • capitalization that is inconsistent or often incorrect, • errors in grammar and usage that interfere with readability and meaning, and • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by: • very limited skill in using conventions, • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect, • frequent spelling errors that significantly impair readability, • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the

organization of the text, • capitalization that appears to be random, and • a need for extensive editing.

Retrieved from: http://www.azed.gov/standards-development-assessment/six-traits/

http://www.azed.gov/standards-development-assessment/six-traits



Apéndice F / Appendix F- Opinión del estudiante sobre el análisis de una

organización de servicios de salud

No. Secciones del análisis Muy complicado Complicado Aceptable Fácil

1. Sección 1: Presentación

2. Sección 2: Contenido

3. Sección 3: Referencias



Apéndice F / Appendix F - Student Opinion on the Research Paper

No. Research Paper Sections Very Difficult Difficult Acceptable Easy

1. Section 1: Presentation

2. Section 2: Research Content

3. Section 3: References and

Appendixes

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