| Course | HLTH 4393 Quality Management for Healthcare Administrators |
|---|---|
| Module | Module 2 |
| Paper type | Process map and root cause analysis |
| Length | 1,170 words, about 4 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | B.S. in Healthcare Administration |
| Updated | September 2026 |
Free sample paper for HLTH 4393 Module 2
A Basket by the Printer and a Second Draw Nobody Owns: Mapping and Analyzing Delays in Emergency Department Troponin Results
Student Name
American College of Education
HLTH4393: Quality Management for Healthcare Administrators
Module 2 Assignment
Instructor Name
October 12, 2026
Why Map Before Fixing
The first module defined the measure for emergency department troponin testing at our composite community hospital: the share of results posted within an hour of the order, which stood at 58%. That definition deliberately covers the whole interval the physician experiences, which is why it could expose a delay the laboratory's own reports never showed. The obvious next step would be to ask the laboratory to work faster, and that is what the emergency physicians have been asking for two years. But the laboratory's own interval, from receipt to result, has averaged well under half an hour. The delay lives somewhere else, and nobody could say exactly where.
Process mapping was chosen as the first tool because it shows the process as it is actually performed rather than as policy describes it. In a study of eight improvement projects, Antonacci et al. (2018) found that participants valued process mapping for building a shared understanding of reality, identifying improvement opportunities and engaging stakeholders, and that maps worked best when the information came from several groups of staff and the visual form was kept simple. Both findings shaped how this map was built.
How the Map Was Built
A team of seven met twice: an emergency nurse, an emergency technician, an emergency physician, a unit secretary, the night phlebotomist, a laboratory technologist and the laboratory supervisor. Rather than drawing the process from memory in a conference room, two members followed 30 troponin specimens in person, 10 on each shift, recording each step and its time from order to posted result. The laboratory information system supplied the order, collection, receipt and result timestamps for the same specimens, so the observations could be checked against the record.
The map was drawn as a swim-lane diagram with four lanes, physician, nurse or technician, transport and laboratory, because the delays that interested the team occurred when a specimen passed from one lane to another. Each handoff was marked with the median wait observed there, and every step that existed only to make up for another step, such as walking back to the station for labels, was drawn in a different color.
The Process as It Actually Runs
The mapped process has 14 steps, and the time divides into three segments. From order to collection, the median was 26 minutes. From collection to laboratory receipt, it was 15 minutes. From receipt to result, it was 23 minutes. Only the last belongs to the laboratory, and it was the shortest.
Four findings explain most of the first two segments. First, specimen labels print on a single printer at the central nursing station, so a nurse drawing blood in a room or hallway bed must walk to the station, find the labels among others and return, and on busy shifts that trip is postponed until several tasks are done. Second, the second troponin has no owner. The pathway calls for a draw two hours after the first, but the order fires at the time it is placed, and whether the draw happens at two hours depends on a nurse remembering; in 11 of the 30 cases it was drawn more than 20 minutes late. Third, after collection, specimens are often placed in a basket beside the label printer to be sent together through the pneumatic tube, and they sat there a median of nine minutes. Fourth, at night the emergency department's tube station is shared with two inpatient units, and the observers saw specimens wait behind other deliveries.
In the laboratory, the main delay came at shift change between 6:45 and 7:15, when specimens waited to be accessioned, and when hemolyzed specimens required a redraw, which added a median of 47 minutes to those results.
Cause-and-Effect Analysis
The team organized contributing factors on a cause-and-effect diagram under six headings. Under methods: the untimed second draw, batching specimens before sending and the shift-change handoff in the laboratory. Under equipment: the single label printer and the shared tube station. Under people: nurses' competing tasks, especially with several hallway patients, and one phlebotomist for the whole hospital at night. Under environment: hallway beds far from the station. Under materials: blood drawn through newly placed intravenous catheters, which the team suspected of causing hemolysis. Under measurement: the laboratory's receipt-to-result report, which had hidden the delays for years.
The hemolysis suspicion has published support. In a crossover study in a community emergency department, Lowe et al. (2008) found that 5.6% of samples drawn through intravenous catheters were hemolyzed compared with 0.3% drawn by venipuncture. At this hospital most troponin draws are taken from the catheter placed at arrival, which may explain a hemolysis rate of 2.8%.
Asking Why Five Times
For the most important finding, the late second draw, the team asked why repeatedly. The second troponin is drawn late because the nurse does not know when it is due. The nurse does not know because nothing signals the due time. Nothing signals it because the order is placed as a routine order rather than a timed one. It was built as a routine order because the pathway was added to the electronic record by the emergency department and the laboratory configured the test separately, and neither built the timing. And no one caught it because no measure covered the interval from the first result to the second draw. The problem was not that a nurse forgot; it was that the system asked her to remember.
What Root Cause Analysis Can and Cannot Do
The phrase root cause suggests a single cause waiting to be found. Peerally et al. (2017) argue that root cause analysis in health care often falls short for exactly that reason: investigations tend to settle on one cause, produce weak remedies such as reminders, retraining and new policies rather than changes to the system, and focus on single incidents instead of recurring patterns. This analysis tried to avoid those traps. It examined a recurring process, not one bad case; it identified several contributing causes rather than one; and it points toward changes in equipment, timing and workflow rather than instructions to try harder. A memo telling nurses to draw the second troponin on time would have been the easiest recommendation and the least likely to work.
Findings to Test With Data
The map and analysis produce hypotheses rather than conclusions, and the next module will test them against a larger sample. The team expects the largest share of late results to come from late second draws, followed by specimens held before sending, then hemolysis redraws, then the laboratory shift-change queue. If the data confirm that order, the improvement work will begin with the timing of the second draw and the location of the label printer, both of which can be changed without new staff. The map will be kept and updated, because each change will create a new version of the process that must be walked again.
References
Antonacci, G., Reed, J. E., Lennox, L., & Barlow, J. (2018). The use of process mapping in healthcare quality improvement projects. Health Services Management Research, 31(2), 74-84. https://doi.org/10.1177/0951484818770411
Lowe, G., Stike, R., Pollack, M., Bosley, J., O'Brien, P., Hake, A., Landis, G., Billings, N., Gordon, P., Manzella, S., & Stover, T. (2008). Nursing blood specimen collection techniques and hemolysis rates in an emergency department: Analysis of venipuncture versus intravenous catheter collection techniques. Journal of Emergency Nursing, 34(1), 26-32. https://doi.org/10.1016/j.jen.2007.02.006
Peerally, M. F., Carr, S., Waring, J., & Dixon-Woods, M. (2017). The problem with root cause analysis. BMJ Quality & Safety, 26(5), 417-422. https://doi.org/10.1136/bmjqs-2016-005511
Reading the HLTH 4393 Module 2 instructions
In HLTH 4393 Module 2, the prompt usually moves from defining a measure to understanding the process behind it. Most versions ask you to map a health care process, using a flowchart, swim-lane diagram or value stream map, and to analyze the causes of a quality problem in it with tools such as a cause-and-effect diagram, the five whys or a failure mode analysis. You are generally expected to describe how the map was built, who contributed and what it revealed, then organize contributing causes and identify the ones most worth addressing. Some sections ask for the diagram as an appendix. Choose a process you can observe or describe in detail, and confirm in Canvas whether you must include the diagram itself or a written description.
How the HLTH 4393 Module 2 example is put together
The worked paper first explains why mapping comes before solutions, using a study of how improvement teams use process maps. It describes a mapping method built on observation of real specimens, several roles and timestamps from the laboratory system. Findings are reported segment by segment, showing that most of the delay happens before the laboratory receives the specimen, with four specific causes. A cause-and-effect analysis organizes contributing factors under six headings and checks the hemolysis suspicion against a published study. The five whys trace the late second draw to a design gap in the electronic record. A section on the limits of root cause analysis tests the team's own conclusions, and ranked hypotheses lead into the next module.
Reading the HLTH 4393 Module 2 rubric
Rubrics for process mapping and root cause papers typically reward accuracy of the map, depth of the causal analysis and appropriate use of quality tools. The mapping criterion looks for a process described as it actually runs, with steps, roles and handoffs, and graders give more credit when the map was built from observation or data. The analysis criterion rewards multiple contributing causes organized systematically and traced to system factors rather than individual blame. Correct use of tools such as cause-and-effect diagrams and the five whys earns points in most sections. A criterion on next steps often rewards testable hypotheses over premature solutions. Scholarly support and APA 7 formatting complete the rubric.
HLTH 4393 Module 2 help: mistakes that cost points
Process maps lose credibility when they show the process as the policy manual describes it rather than as staff actually perform it. Another common problem is stopping the analysis at a person, such as the nurse forgot, instead of asking why the system allowed it. Students also produce cause-and-effect diagrams with every possible factor and no indication of which ones matter. Time your steps, even roughly, since a map without times cannot show where the delay is. Avoid recommending retraining as the main fix unless you can show knowledge was the problem. If your process is a clinic check-in, a discharge or a pharmacy workflow instead, share what you have observed and your rubric, and we can write a Module 2 analysis for it.
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 American College of Education 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.
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HLTH 4393 Module 2 questions, answered
What does HLTH4393 Module 2 usually ask for?
The second HLTH4393 module often asks you to map a health care process or analyze the causes of a quality problem, using tools such as flowcharts, swim-lane diagrams, cause-and-effect diagrams or the five whys. Your classroom's instructions decide the process.
What is a swim-lane process map?
A process map divided into lanes, one for each role or department, which makes handoffs between groups visible. It is useful when delays occur as work passes from one group to another.
What are the limits of root cause analysis?
Investigations often settle on a single cause, recommend weak fixes such as retraining or reminders, and look at single incidents. Stronger analyses identify several contributing causes and target system changes.
Where can I find a free HLTH 4393 Module 2 sample paper?
It is on this page, free to read: the Module 2 process map and cause analysis of emergency troponin delays, with segment timings, a cause-and-effect diagram in words, five whys and testable findings.
How do you build an accurate process map?
Walk the process where it happens, involve every role that touches it, time real cases, and check observations against system data rather than drawing it from memory in a meeting.