Strategic HIM Cultural Diversity Project
Throughout this class, we will be discussing cultural diversity within healthcare. You will come to
understand that becoming a culturally competent health care organization is a critical component in
reducing health care disparities. According to Health Research & Educational Trust (2011), “cultural
competence in healthcare describes the ability to provide care to patients with diverse values, beliefs
and behaviors, including tailoring health care delivery to meet patients’ social, cultural and linguistic
needs.”
This assignment will help you to understand the importance of healthcare policymaking as it relates to
the healthcare delivery system. You will interpret compliance with local, state, and federal labor
regulations and analyze policies and procedures to ensure organizational compliance with regulations
and standards.
For the project, you are the Director of Health Information Management (HIM) in a local hospital. The
Chief Executive Officer (CEO) has given you the assignment of designing a Diversity Awareness Program
for your facility. The program must include the following: _
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- Goals within your Diver1ity Awareness Program (these must include American Disability Act
(ADA) and Equal Employment Opportunity Commission (EEOC) regulations
- Training methods for staff including physicians
- How ongoing education will be performed
- How the facility will measure compliance with the program
Be sure to cite all on-line and paper sources. (See my citation within this paper for an example!)
This paper must be at least two pages in length, using Times New Roman size 12 font and double-
spaced.
To complete this project, you need to access the following resources:
- Health Information Management Technology: An Applied Approach, Chapter 21
Cultural Competence Planning Guide (handout)
Becoming a Culturally Competent Health Care Organization at http://www.hpoe.org!Reports-
HPOE/becoming culturally competent health care organization.PDF– /1e.av ur.ca: Nt ;; Ttcc–
https://www.ada.gov/C-·Pill.!! ‘/ ~;U {!.(4urJ
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Resource
Health Research & Educational Trust. (2011). Building a culturally competent organization: The quest for
equity in health care. Chicago, IL: Health Research & Educational Trust.
Name
Description
Rubric Detail
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Rubric for Cultural Diversity Project
| Levels of Achievement | ||||||||
| Criteria | Meets Expectations | Meets Some | ; | Needs Improvement | Does Not Meet | |||
| Expectations | , | Expectations | ||||||
| . ~”.-.’ ~.-‘ – ~ .-,-‘. -‘ .. | ._ ._. _” •• 0 ••.•• | |||||||
| Formatting | 100 | 80 | 50 | 0 | ||||
| Weight | Professional format | Structured format | Rambling format | No structured format | ||||
| 5.00 | (font/spacing/margins ). | (font/spacing/margins ). | (font/spacing/margins ). | (font/spacing/margins). | ||||
| . — …. – .. | . …. “.1 | |||||||
| . ,.~.'” ~ _. – .. | ..- . | … | ||||||
| Grammar | 100 | 80 | 50 | 0 | ||||
| Weight | Uses complex | Uses complex | Uses compound | Uses simple | ||||
| 10.00 | sentences for impact. | sentences. One to | sentences. Four to five | sentences. More than | ||||
| No punctuation or | three punctuation or | punctuation or | five punctuation or | |||||
| mechanical errors. | mechanical errors. | mechanical errors. | mechanical errors. | |||||
| .. – — .- .. -.- – | __ :.1 | |||||||
| Content | 100 | 80 | 50 | 0 | ||||
| Weight | All instructional bullet | Three instructional | Two instructional bullet | Instructional bullets | ||||
| 35.00 | points are included. | bullet points are | points are included. No | are not used. No goals | ||||
| Goals include | included. Goals | mention of ADA and | are listed. No mention | |||||
| interpreted regulations | include some type of | EEOC in goals. | of compliance with | |||||
| from ADA and EEOC. | mention of ADA and | Mention of compliance | regulations and | |||||
| Includes and explains | EEOC. Mentions | with two regulations | standards. | |||||
| all regulations and | compliance with three | and standards. | ||||||
| standards regarding | regulations and | |||||||
| compliance to the | standards. | |||||||
| program. | ||||||||
| -_. — … ~- | …. | .:-‘.1 | ||||||
| Clarity/Critical | 100 | 80 | 50 | 0 | ||||
| Thinking | Central idea is well | Central idea and clarity | The central idea is | Central idea and clarity | ||||
| Weight | developed and clarity | of purpose are | expressed though it | of purpose are absent | ||||
| 30.00 | of purpose is exhibited | generally evident | may be vague or too | or incompletely | ||||
| throughout the paper | throughout the paper | broad; Some sense of | expressed and | |||||
| (requires one read | (requires two readings | purpose is maintained | maintained (Paper | |||||
| through to | to understand). | throughout the essay | makes no sense). | |||||
| understand). | Evidence of critical, | (takes many readings | Little or no evidence of | |||||
| Abundance of | careful thought and | to understand). Some | critical, careful thought | |||||
| evidence of critical, | analysis and/or insight. | evidence of critical, | or analysis and/or | |||||
| careful thought and | careful thought and | insight. | ||||||
| analysis and/or insight. | analysis and/or insight. | |||||||
| …. _. -‘–“–“- “~’–‘—‘ ._ …….. _-_ …. – .. – .. | – .. -.-.- — .. —~– .. | .. ——-.-~.,,–.~-~~-‘.-.– .. ~.~~ .. | ||||||
| Citations | 100 | 80 | 50 | 0 | ||||
| Weight | Citations are used | Some citations are | Citations are used | Citations are not used | ||||
| 5.00 | correctly. | used correctly. | incorrectly. | at all. | ||||
| … | ..’ | … | ..-J | |||||
| Organization | 100 | 80 | 50 | 0 | ||||
| Weight | Paper is logically | Paper has a clear | There is some level of | There is no apparent | ||||
| 15.00 | organized and easily | organizational | organization though | organization to the | ||||
| followed. | structure with some | digressions, | paper. Difficult to | |||||
| digreSSions, or | irrelevances are too | follow. | ||||||
| irrelevances. | many. | |||||||
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