HCM 4040 Module 6 Final Project Example

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

This HCM 4040 Module 6 example is the course's final project, written for the Organizing for Quality module: how people from different disciplines combine their expertise to deliver quality care. It was prepared for TESU's Healthcare Quality and Outcomes: Measurement and Management in the healthcare management bachelor's program (B.S. in Healthcare Management). The paper follows one result, stroke patients going home from a composite rehabilitation hospital, and shows what physicians, nurses, therapists, a pharmacist, case managers and families each contribute, in a table. It weighs research on rehabilitation team functioning and two caregiver training trials with opposite findings, then reorganizes the weekly team conference and sets process, outcome and balancing measures. Its catalog listing reads HCM-4040.

CourseHCM-4040 Healthcare Quality and Outcomes Measurement and Management
ModuleModule 6
Paper typeFinal project: interprofessional contributions to quality
LengthAbout 1,343 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 6

1

Many Hands, One Discharge: How Each Discipline Contributes to Getting Stroke Patients Home From a Rehabilitation Hospital

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 title names the shared result that every discipline in the paper works toward. That framing answers the final project's question about how people with different expertise contribute to quality care.
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Many Hands, One Discharge: How Each Discipline Contributes to Getting Stroke Patients Home From a Rehabilitation Hospital

The final project for this course asks how the people who deliver healthcare can work together, each contributing insight from their own expertise, to produce quality care. This paper answers that question for one result at one organization. Rancocas Valley Rehabilitation Hospital, an invented 58-bed facility in Burlington County, has seen the share of stroke patients discharged to the community slip from 71% to 64% over three quarters, while their functional gains held steady. Earlier analysis suggested the problem lies less in therapy than in the preparation for going home. Getting a stroke survivor home depends on at least seven disciplines and a family, and no one of them can do it alone. The sections below describe what each contributes, review evidence on team functioning and family training, propose changes to how the hospital organizes the collaboration, and set out how the results will be measured.

The Problem in Context

Discharge to the community is one of the outcome measures Medicare publishes for every rehabilitation facility, and it matters more to patients than almost any other result. It is also the measure most exposed to factors beyond the therapy gym: whether a caregiver is available and confident, whether the home has stairs or a tub the patient cannot use, whether medications can be managed and whether outpatient therapy and equipment are arranged. Case reviews of 30 recent stroke patients who went to a nursing facility instead of home found that in 11 the family had been willing but felt unprepared, in seven the home had not been assessed until the final week, and in five a late change in medications or diet raised concern among family members about managing at home. These are coordination failures, and they point to the way the team works rather than to any one discipline.

What Each Discipline Contributes

The table summarizes the distinctive insight each discipline brings to the discharge and the specific contribution the hospital now expects from it.

DisciplineDistinct insightContribution to a safe discharge home
Rehabilitation physicianMedical stability, prognosis, medication needsLeads the weekly conference; states the likely level of function at discharge by week one
Rehabilitation nurseHow the patient manages around the clock, including nightsTeaches medication, bowel and bladder routines and skin care to the family
Physical therapistMobility, transfers, stairs and fall riskRecommends equipment and trains caregivers in safe transfers
Occupational therapistSelf-care and the home environmentCompletes a home assessment, in person or by video, by the second week
Speech-language pathologistSwallowing, communication and cognitionSets the diet and teaches families meal safety and communication strategies
Case manager or social workerInsurance, community services and family capacityConfirms the caregiver plan and books outpatient services before the final week
PharmacistMedication burden and interactionsSimplifies the regimen and finalizes it at least three days before discharge
Patient and familyGoals, routines and the home itselfAttend a family training day and state their own goals at the first conference
What this page is doingThe table makes each discipline's distinct insight visible, which is the heart of the final project. Mentors look for specific contributions, not a list of job titles.
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Evidence on How Teams Contribute

Strasser et al. (2005) studied 46 rehabilitation teams in Veterans Affairs hospitals, involving 530 staff from six disciplines and 1,688 stroke patients. Teams whose members rated them higher on task orientation, order and organization, and the usefulness of quality information achieved greater functional improvement in their patients. None of the team measures predicted whether patients went home, a finding that suggests discharge destination depends on more than how the team works internally. For Rancocas Valley, the study supports investing in structured, data-informed conferences, but warns that better teamwork alone will not move the discharge measure unless it reaches families and homes.

Research on deliberate efforts to strengthen collaboration across professions gives less to stand on. Reeves et al. (2017) reviewed nine trials of practice-based interventions, including team action planning, interprofessional rounds, meetings and checklists, and judged the certainty of evidence to be low to very low, too weak to draw firm conclusions about effects on patient outcomes. That is a reason to measure the hospital's own results carefully rather than to assume that new meetings will help.

What this page is doingThe paper reports a null finding and a low-certainty review honestly and draws a management conclusion from each. That level of judgment is what distinguishes a final project from a summary of sources.
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Families as Members of the Team

Families are the team members who stay after discharge, and their confidence often decides whether a patient goes home. Kalra et al. (2004) randomized 300 stroke patients and their caregivers in a London stroke rehabilitation unit; caregivers who received hands-on training in basic nursing and personal care reported less burden, anxiety and depression, and costs over the following year were lower, although patients' disability and institutionalization did not change. A much larger later trial was less encouraging. Forster et al. (2013) tested a structured caregiver training program across 36 stroke units in England and found no difference in patients' daily activities or caregivers' burden at six months. Read together, the two trials suggest that a training program delivered as a checklist may not help, while individual, practical preparation built around a particular family and home is still worth pursuing.

Rancocas Valley's response is a family training day scheduled in the second week of the stay rather than the last. Each discipline teaches the family the specific tasks it owns, the family practices them under supervision, and the team notes what the family still finds hard. The case manager then plans support for those tasks, such as home health visits or a later start for the caregiver's return to work.

Organizing the Collaboration

Medicare's coverage rules already require rehabilitation facilities to hold an interdisciplinary team conference for each patient every week, so the structure exists. The proposal changes what happens inside it. First, the discharge destination and the family plan become fixed agenda items from the first conference, with a target date. Second, the quality analyst adds a one-page panel to each conference showing the unit's discharge-to-community rate and the status of each patient's home assessment, family training and outpatient referrals, giving the team the kind of quality information Strasser et al. linked to better results. Third, any discipline can flag a discharge risk, and a flagged risk must have an owner and a date before the conference ends.

At the organizational level, the quality council sponsors the change, the stroke program medical director leads it, and the director of case management owns the measure. Barriers are predictable: therapists' time is counted in billable minutes, family training competes with therapy sessions, and some families can only visit on weekends. The hospital will therefore staff one Saturday training session a month, and conference time is protected in every discipline's schedule.

Measuring Whether It Works

The primary measure is the monthly share of stroke patients discharged to the community, tracked on a run chart with an aim of returning to 71% within nine months. Process measures will show whether the collaboration is happening: the share of patients with a home assessment by day 14, the share with a completed family training day, and the share whose medications were finalized three days before discharge. A balancing measure, readmissions within 30 days, will show whether patients sent home were truly ready. Because Reeves et al. found the evidence on collaboration interventions uncertain, the team will review these measures quarterly and drop any change that adds work without moving the results.

Conclusion

No single discipline gets a stroke survivor home. The physician sets the medical course, nurses and therapists build the skills, the speech-language pathologist keeps meals and conversations safe, the pharmacist makes the medicines manageable, the case manager arranges what happens next, and the family carries all of it into the house. The evidence suggests that how a team organizes its work and uses quality information affects patients' recovery, but that getting patients home also requires reaching beyond the hospital to families and homes. By turning the weekly conference into a place where the discharge is planned from the first week, preparing families early and measuring both process and results, Rancocas Valley gives every discipline a defined part in the outcome that matters most to its patients.

References

Forster, A., Dickerson, J., Young, J., Patel, A., Kalra, L., Nixon, J., Smithard, D., Knapp, M., Holloway, I., Anwar, S., & Farrin, A. (2013). A structured training programme for caregivers of inpatients after stroke (TRACS): A cluster randomised controlled trial and cost-effectiveness analysis. The Lancet, 382(9910), 2069-2076. https://doi.org/10.1016/S0140-6736(13)61603-7

Kalra, L., Evans, A., Perez, I., Melbourn, A., Patel, A., Knapp, M., & Donaldson, N. (2004). Training carers of stroke patients: Randomised controlled trial. BMJ, 328(7448), 1099. https://doi.org/10.1136/bmj.328.7448.1099

Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2017(6), Article CD000072. https://doi.org/10.1002/14651858.CD000072.pub3

Strasser, D. C., Falconer, J. A., Herrin, J. S., Bowen, S. E., Stevens, A. B., & Uomoto, J. (2005). Team functioning and patient outcomes in stroke rehabilitation. Archives of Physical Medicine and Rehabilitation, 86(3), 403-409. https://doi.org/10.1016/j.apmr.2004.04.046

Reading the HCM 4040 Module 6 assignment instructions

The HCM-4040 syllabus describes the final project as an exploration of the ways people involved in delivering healthcare can work together and contribute insight from their own area of expertise to quality care, with full directions in the Final Project section of the course. It is worth 20% of the grade, the largest single piece of work in the course, and it falls alongside Module 6, Organizing for Quality, which draws on objectives one, two, four, seven and eight. Expect to choose a setting or quality problem, identify the disciplines involved, explain what each contributes and how the organization structures their collaboration. Use scholarly sources, APA format and the Course Calendar deadline.

How the HCM 4040 Module 6 example is put together

The paper frames the project around one measurable result so that every discipline's contribution can be tied to it. It describes the problem using case review findings that point to coordination rather than therapy. A table gives each discipline's distinct insight and a specific expected contribution, including the patient and family. Two sections review evidence: a study of 46 rehabilitation teams, a Cochrane review of collaboration interventions and two caregiver training trials that disagree, each followed by what it means for the hospital. The organizing section uses an existing required meeting rather than adding a new one, and names sponsors, owners and barriers. Measurement includes process, outcome and balancing measures, and the conclusion returns to the shared result.

Reading the HCM 4040 Module 6 grading rubric

As the largest graded item in HCM-4040, the final project is read more closely than the written assignments. Mentors check whether it addresses every part of the project directions, explains how different professionals contribute their own expertise, and connects that collaboration to the quality of care. Strong projects focus on a real problem, describe contributions specifically, and show how an organization structures teamwork rather than hoping it happens. Use of evidence counts heavily, including honest treatment of studies that do not support the argument. Course concepts from all six modules, such as measurement, improvement, reliability and responsibility, should appear where they fit. Organization, scholarly writing and APA format complete the 0 to 100 score.

HCM 4040 Module 6 help from the desk

Final projects in this course often turn into a list of professions with a sentence each. Instead, pick one result and show how each discipline moves it. A second common problem is leaving patients and families out of the team, even though they carry the plan home. Students also cite collaboration research as if it proved more than it does; report the strength of evidence accurately. Avoid proposing new committees when an existing meeting can be improved. Include measures, including one that would catch harm. Begin early, since this project is worth 20%, and check the Final Project area for required sections. Our writers can also prepare a version of this project around a result and a team from your own workplace.

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 6 questions, answered

Where can I find a free HCM 4040 Module 6 sample paper?

The final project example on this page is complete, with its discipline table, evidence review, organizing plan, measures, references and sheet-by-sheet notes. It shows how the project's question can be answered for one result.

What is the HCM-4040 final project about?

The syllabus describes it as exploring how people involved in delivering healthcare can work together and contribute insight from their own expertise to quality care. The detailed directions are in the course's Final Project section.

How much is the final project worth?

The Online syllabus lists it at 20% of the final grade, with discussions and written assignments each making up 40%.

Should patients and families be part of the team in my project?

Yes, in most settings. They bring knowledge of goals and the home environment, and many quality results, such as a safe discharge, depend on them.

How do I choose a focus for the final project?

Pick one quality result in a setting you know, such as discharges home, infection rates or wait times, and show how each discipline contributes to it. A narrow focus makes contributions specific.