NURS 621 Value-Based Purchasing Presentation Assignment
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Scenario: You work for the contracting department for a national payer that is working to convert its provider contracts to value-based arrangements. Your team is approaching large physician groups for recontracting. Develop a 12-15-slide presentation with speaker notes to show the value of converting to a value-based arrangement:
- Explain value-based care.
- Explain how value-based care differs from a fee-for-service or a capitated approach.
- Describe why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan.
Include at least three references, including your textbook.
Prepare this NURS 621 Value-Based Purchasing Presentation Assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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This NURS 621 Value-Based Purchasing Presentation Assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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NURS 621 Value-Based Purchasing Presentation Assignment Rubric
| Course Code | Class Code | Assignment Title | Total Points | |||
| NUR-621 | NUR-621-O500 | Value-Based Purchasing Presentation | 90.0 | |||
| Criteria | Percentage | Unsatisfactory (75.00%) | Less Than Satisfactory (80.00%) | Satisfactory (88.00%) | Good (92.00%) | Excellent (100.00%) |
| Content | 100.0% | |||||
| Value-Based Care | 20.0% | The essay does not sufficiently explain value-based care. | The essay vaguely explains value-based care. | The essay clearly explains value-based care. | The essay explains value-based care in a substantial manner. | The essay explains value-based care in a substantial and thought-provoking manner. |
| Differences in Value-Based Care | 20.0% | The essay does not sufficiently explain how value-based care differs from a fee-for-service or a capitated approach. | The essay vaguely explains how value-based care differs from a fee-for-service or a capitated approach. | The essay clearly explains how value-based care differs from a fee-for-service or a capitated approach. | The essay explains how value-based care differs from a fee-for-service or a capitated approach in a substantial manner. | The essay explains how value-based care differs from a fee-for-service or a capitated approach in a substantial and thought-provoking manner. |
| Financial Advantages to Value-Based Purchasing | 20.0% | The essay does not sufficiently describe why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan. | The essay vaguely describes why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan. | The essay clearly describes why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan. | The essay thoroughly describes why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan. | The essay thoroughly and substantially describes why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan. |
| Presentation of Content | 10.0% | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Layout | 10.0% | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 10.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% | |||||