HCM 4040 Module 4 Improvement Team Paper Example

Reviewed by Edgar Pennington, MBA Thomas Edison State University Updated October 2026

This HCM 4040 Module 4 example answers the Improvement Project Teams written assignment by chartering a falls team for the brain injury unit at the composite New Jersey rehabilitation hospital this course's samples share. TESU's B.S. in Healthcare Management requires the course, Healthcare Quality and Outcomes: Measurement and Management, and this sample argues from the causes of falls and a review of team research that the problem needs an interdisciplinary team rather than a new rule. A charter table sets the aim, sponsor, members, decision rule and measures; later sections explain each member's role, the tools the team relies on, the ground rules that let night staff and therapists disagree productively, and a plan for keeping the gains. The catalog code is HCM-4040.

CourseHCM-4040 Healthcare Quality and Outcomes Measurement and Management
ModuleModule 4
Paper typeWritten assignment: improvement project teams
LengthAbout 1,138 words, 7 pages
FormatAPA 7 student paper
SchoolThomas Edison State University
ProgramB.S. in Healthcare Management
UpdatedOctober 2026

Free sample paper for HCM 4040 Module 4

1

Who Belongs at the Table: Chartering and Running a Falls Team on a Brain Injury Rehabilitation Unit

Student Name

B.S. in Healthcare Management, Thomas Edison State University

HCM-4040: Healthcare Quality and Outcomes: Measurement and Management

Mentor Name

Month Day, Year

What this page is doingThe question in the title signals that membership is the paper's central decision. The subtitle names the team's purpose and setting so the mentor knows the scope.
2

Who Belongs at the Table: Chartering and Running a Falls Team on a Brain Injury Rehabilitation Unit

Falls are the most frequent serious safety event on the brain injury unit at Rancocas Valley, the made-up New Jersey rehabilitation hospital whose story runs through these HCM-4040 samples. Last year the unit recorded 6.1 falls per 1,000 patient days, roughly twice the rate on the hospital's orthopedic unit, and two falls caused a fracture. Patients on the unit are often impulsive, have poor awareness of their own limits and are encouraged by therapy to move, so the usual answers of keeping patients in bed or sounding an alarm conflict with the purpose of rehabilitation. The quality council decided that the problem needed a team rather than a new policy. This paper explains why, sets out the team's charter, describes each member's role and the tools the team uses, and explains how the hospital plans to keep the work going after the first results.

Why a Team and Not a Policy

A fall on this unit has many contributors: a patient's cognition, the timing of toileting, medications that cause drowsiness or low blood pressure, the layout of the room, the number of staff on a night shift and how much a therapist encouraged independent transfers that afternoon. No single department sees all of them. Lemieux-Charles and McGuire (2006) reviewed two decades of research on healthcare teams and concluded that gains in patient care came mainly from bringing different kinds of clinical knowledge into the same decisions, while the quality of collaboration and cohesion inside a team mattered most for how satisfied staff felt and how effective they believed the team to be. For Rancocas Valley, the first finding settled the membership question: the team had to include the people who know each piece of the problem. The second finding meant the team's way of working would also need attention.

What this page is doingThe decision to form a team is argued from the problem's causes and a review of team research, which addresses the sixth course objective on the role of teams in improving performance.
3

The Team Charter

The council approved a one-page charter before the first meeting. Its main elements are summarized below.

ElementContent
AimReduce falls on the brain injury unit from 6.1 to 4.0 per 1,000 patient days within nine months, with no increase in restraint use
ScopeFalls on the 18-bed brain injury unit, all shifts; therapy gym falls included
SponsorChief nursing officer, who removes barriers and approves spending
Team leaderNurse manager of the brain injury unit
MembersNight shift registered nurse, day shift nursing assistant, physical therapist, occupational therapist, neuropsychologist, pharmacist, quality analyst, family advisor
MeetingsEvery two weeks for 45 minutes, plus a 10-minute review after any fall
DecisionsBy consensus; if none is reached in two meetings, the sponsor decides
MeasuresFalls per 1,000 patient days; injurious falls; restraint use; percent of post-fall reviews completed within 24 hours
What this page is doingA charter with an aim, scope, sponsor, decision rule and measures shows the mentor that the student knows a team needs boundaries and authority before it starts work.
4

Roles and Why Each Member Is There

The night nurse and nursing assistant were chosen because two thirds of the unit's falls happen between 9:00 p.m. and 7:00 a.m. and most occur on the way to the bathroom. The physical and occupational therapists bring the knowledge of what each patient can safely do and the tension the team must manage between safety and independence. The neuropsychologist explains how impaired awareness and impulsivity affect a patient's ability to follow a plan, which shapes whether education alone can work. The pharmacist reviews medications that raise fall risk. The family advisor, whose husband fell twice on the unit two years ago, keeps the team focused on how changes look from the bedside and how families can help. The quality analyst prepares the data and keeps the minutes, which frees the leader to run the discussion.

Forrest et al. (2012) found that patients on a rehabilitation unit with lower admission functional scores, and those admitted after stroke, brain injury, amputation or spinal cord injury, were more likely to fall, and that consistent use of nursing protocols cut the share of patients who fell from 14.9% to 7.3%. That study shaped the team's first task: build a short risk review into the admission routine and make sure the agreed steps happen every shift, not only when someone remembers.

Tools the Team Uses

The team uses a small set of tools, each for one purpose. A post-fall huddle, held on the unit within the same shift, asks what happened, why it happened and what will be changed for that patient, and records the answers on a one-page form. Every quarter the analyst groups the forms by time, location and activity so the team can see patterns across falls rather than reacting to each one. A cause-and-effect diagram, built at the second meeting, organized the possible causes of nighttime bathroom falls under patient, staff, environment, medications and routines. Each proposed change gets a trial on a single hallway, run as a Plan, Do, Study, Act cycle, before the whole unit adopts it. The first test was a scheduled toileting round at 11:00 p.m., 2:00 a.m. and 5:00 a.m. for patients flagged at admission.

Making the Team Work Together

Teams fail as often from how they work as from what they try. The team agreed on three ground rules at its first meeting: anyone may question a proposal regardless of position, a fall is discussed as a system problem rather than a staff failure, and decisions and owners are written before the meeting ends. The leader rotates who opens each meeting with a story from the floor so that night staff, who often cannot attend in person, are heard through a colleague. Disagreements are expected. In the third meeting the therapists objected to a proposal to require staff assistance for every transfer, arguing that it would undo weeks of training; the team settled on a color-coded sign at each bedside that states the level of help the patient currently needs, updated by therapy each afternoon.

Sustaining the Work

Improvement teams often see early success fade once attention moves elsewhere. Zalanowski et al. (2024) described a project on the brain injury unit of a larger rehabilitation hospital that used champions, reminders, feedback and local adjustments to raise the collection of standard outcome measures; adoption rose and held for two to four years, but completeness slipped over time. Rancocas Valley's plan responds directly to that risk: the post-fall huddle and bedside sign will be written into unit procedures, the falls measure will stay on the monthly dashboard after the team disbands, and two nurses will serve as standing champions with protected time each month.

Conclusion

Falls on a brain injury unit come from many sources and no single department can fix them. A chartered team that brings each kind of knowledge to the table, works under clear rules, uses a few well-chosen tools and plans for its own ending gives the hospital the best chance of reducing falls without taking away the independence that rehabilitation is meant to build.

References

Forrest, G., Huss, S., Patel, V., Jeffries, J., Myers, D., Barber, C., & Kosier, M. (2012). Falls on an inpatient rehabilitation unit: Risk assessment and prevention. Rehabilitation Nursing, 37(2), 56-61. https://doi.org/10.1002/RNJ.00010

Lemieux-Charles, L., & McGuire, W. L. (2006). What do we know about health care team effectiveness? A review of the literature. Medical Care Research and Review, 63(3), 263-300. https://doi.org/10.1177/1077558706287003

Zalanowski, S., Riley, E., Spaulding, A., Hansen, E., Clooney, D., Modoono, C., & Evans, E. (2024). Connecting practice to data: Implementation strategies to increase collection of core outcome measures in an inpatient rehabilitation facility. Journal of Head Trauma Rehabilitation, 39(6), 425-434. https://doi.org/10.1097/HTR.0000000000000987

What the HCM 4040 Module 4 instructions ask for

Module 4 of the course, Improvement Project Teams, maps to the fifth and sixth objectives: choosing improvement tools and analyzing how a team improves performance. The written assignment in the classroom commonly asks you to describe how you would form an improvement team for a problem in a healthcare organization, who would serve on it and why, how it would be organized and led, and what tools it would use. Some prompts also ask about team stages or barriers to team success. The syllabus lists this as one of six written assignments, which together make up 40% of the grade. Read the classroom prompt for any length or source minimum and use APA style throughout.

Inside the HCM 4040 Module 4 example

The paper starts with a measured problem on one unit and explains why ordinary fixes conflict with rehabilitation's purpose, which makes the case for a team. Team research is used to decide who belongs on it. The charter appears as a table with an aim that has a number, a date and a balancing measure, a sponsor, a leader, a decision rule and four measures. The roles section justifies each seat with facts about the unit, and a falls study shapes the team's first task. Tools are described with their purpose and an example. A section on working together gives the ground rules and one real disagreement and how it was settled. The sustainment section uses a published implementation study to plan for fading attention.

Where the marks sit in the HCM 4040 Module 4 rubric

In HCM 4040 Module 4, mentors look for an answer that covers team formation, membership, organization and tools, and that explains reasons rather than listing names. A charter, or the elements of one, signals that the student understands authority, scope and measurable aims. Membership should follow from the problem, so a paper that explains why each discipline is needed scores higher than one that lists departments. Mentors also credit attention to how teams function: ground rules, conflict and decision making. Tools should match tasks. Credible sources on teamwork and on the clinical problem, clear structure and APA format complete the evaluation. A balancing measure, such as restraint use alongside falls, shows thinking about unintended effects.

HCM 4040 Module 4 help: mistakes that cost marks

A frequent weakness in team papers is a membership list with no reasons, as if every department belongs on every team. Tie each seat to a cause of the problem. Another is a team with no authority: say who sponsors it, what it can decide and what happens when members disagree. Students often recite the stages of team development without showing them in action; one real disagreement, and how it was resolved, says more than a list of stages. Remember the people who cannot attend, such as night staff. Finally, plan for what happens after the team ends. Our desk can write a Module 4 team paper for a problem and setting you choose, following the directions your mentor posted.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More HCM 4040 and B.S. in Healthcare Management sample papers

HCM 4040 Module 4 questions, answered

Where can I find a free HCM 4040 Module 4 sample paper?

This page carries the full improvement team paper, including its charter table, role explanations, references and margin notes. It shows one way to organize the assignment for a unit you know.

Who should be on a performance improvement team?

People who understand each cause of the problem, a leader who runs the work, a sponsor with authority, someone to handle data and, where possible, a patient or family voice.

What goes into a team charter?

A measurable aim with a deadline, the boundaries of the work, who sponsors and leads it, who serves, when the group meets, how it decides and which numbers will track progress.

Do I need to discuss team stages like forming and storming?

Only if your prompt asks for them. If it does, show the stages through events in your team rather than defining each one.

How long should the Module 4 written assignment be?

Check the classroom directions for the required length. Most written assignments in this course call for a full APA paper with an introduction, headed sections, a conclusion and references.