HLTH 4393 Module 3 Quality Data Analysis Example

Reviewed by Cornelius Ravenhill, MBA · American College of Education · Updated

This HLTH 4393 Module 3 sample is a complete quality data analysis, in APA 7 style, of 26 weeks of emergency troponin turnaround at a composite community hospital. It answers the third module of American College of Education HLTH 4393, Quality Management for Healthcare Administrators, a course coded HLTH4393 in ACE's B.S. in Healthcare Administration. Of 4,290 tests, 58% posted within 60 minutes. Perla's run chart rules find no shift or trend, and a p-chart with limits near 46.5% and 69.5% marks only the week the main analyzer failed as special cause, so the process is stable and the 90% target needs redesign. Stratifying by shift, bed and draw shows night, hallway and second draws doing worst. A Pareto chart of 200 late results puts late second draws first, at 37%. In most sections the instructor either hands out the data or lets you bring your own.

CourseHLTH 4393 Quality Management for Healthcare Administrators
ModuleModule 3
Paper typeQuality data analysis with run, control and Pareto charts
Length1,200 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramB.S. in Healthcare Administration
UpdatedSeptember 2026

Free sample paper for HLTH 4393 Module 3

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Stable, Predictable and Too Slow: A Run Chart, p-Chart and Pareto Analysis of Twenty-Six Weeks of Emergency Troponin Turnaround

Student Name

American College of Education

HLTH4393: Quality Management for Healthcare Administrators

Module 3 Assignment

Instructor Name

October 19, 2026

What this page is doingThe title states the conclusion the charts support, that the process is stable but performs poorly, and names the tools, which tells the grader the analysis interprets variation rather than only displaying it. The APA 7 title page carries the course line and the module assignment as listed.
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The Data

Earlier modules settled what to measure for emergency troponin testing and walked the process from order to result. This paper turns to the numbers themselves: 26 weeks of results, April through September, drawn from the timestamps in the laboratory information system. The emergency department ordered 4,290 high-sensitivity troponin tests in that period, about 165 a week, and 2,488 of them, or 58%, met the 60-minute standard.

Three questions guide the analysis. Is the process stable, or is its performance changing? If it is stable, is it capable of meeting the target of 90%? And which causes account for most of the late results? Each question calls for a different tool: a run chart and a control chart for the first two, a Pareto chart for the third.

What this page is doingThe data source, period and volume are stated, and each analytic question is matched to the tool that answers it.
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Run Chart

In the account given by Perla et al. (2011), a run chart is simply a line of values kept in the order they occurred and centered on their median, and they give four probability-based signals to look for. A shift is at least six successive weeks sitting on one side of the median line. A trend is at least five successive values each climbing, or each falling, from the one before. The count of runs, the stretches between crossings of the median, can be too small or too large to be chance. The fourth signal, which they call astronomical, is a single week so out of line with the others that no rule is needed to spot it. Their point is that keeping time order teaches a team far more than a quarterly average does.

The weekly percentages ranged from 49% to 67%, apart from one week, with a median of 58%. No stretch of weeks stayed on the same side of the median for more than four, so there was no shift. The longest sequence of increasing or decreasing points was three, so there was no trend. The 26 points crossed the median in a way that produced 13 runs, within the expected range for that number of points. Week 14 stood out at 31%. The laboratory's records show that the main analyzer was out of service for nine hours that week and specimens were sent to a backup instrument with a longer cycle. Apart from that week, the run chart shows no evidence that performance is improving or getting worse.

What this page is doingPublished run chart rules are stated and applied point by point, and the one unusual week is investigated and explained from records.
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Control Chart

A control chart adds statistically calculated limits to the display, which helps distinguish common cause variation, the ordinary noise of a stable process, from special cause variation arising from something outside the usual system (Benneyan et al., 2003). Because the measure is a proportion with roughly equal weekly samples, a p-chart is appropriate. With a center line of 0.58 and an average weekly sample of 165, the standard error is about 0.038, which places the upper control limit near 69.5% and the lower limit near 46.5%.

Every week except week 14 falls inside the limits, and week 14 falls well below the lower limit, confirming it as special cause variation. The conclusion is important for management. Nothing in this process is broken; it reliably delivers an on-time result a little more than half the time, because that is all its design allows. A stable process cannot be pushed to 90% by urging staff to work harder, because the variation that remains is built into the system. Reaching the target will require changing the process itself. Treating an ordinary bad week as a crisis, as happened after two weeks near 50% in the spring, only produces reactions to noise.

What this page is doingThe chart type is justified by the data, the limits are calculated and interpreted, and the paper draws the key management conclusion about common cause variation.
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Stratification

A single weekly percentage can hide differences between groups, so the results were stratified in two ways suggested by the process map. By shift, 64% of day-shift results met the standard, compared with 58% in the evening and 47% at night. By location, 63% of results for patients in rooms met it, compared with 49% for patients in hallway beds. First troponins met the standard 66% of the time and second troponins only 49%. Each difference points back to a finding from the process map: one phlebotomist at night, a shared tube station, hallway beds far from the label printer, and a second draw that depends on memory. The night and hallway gaps also bear on the equity aim, since patients placed in hallway beds at night are consistently served worse than others.

What this page is doingStratification by shift, location and draw exposes differences hidden by the average and connects them to the process findings and the equity dimension.
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Pareto Analysis

To rank the causes of late results, the team reviewed a random sample of 200 results that missed the standard and assigned each a primary cause from its timestamps and the emergency record. Late second draws accounted for 74 results, or 37%. Specimens held before sending, with more than 20 minutes from collection to laboratory receipt, accounted for 46, or 23%. Delayed first draws, usually for patients in hallway beds or still in the waiting area, accounted for 30, or 15%. Hemolysis redraws accounted for 22, or 11%. The laboratory's shift-change queue accounted for 14, or 7%, and other causes, including instrument maintenance and mislabeled specimens, for the remaining 14.

Arranged in descending order with a cumulative line, the chart shows that the first three causes account for 75% of late results, and all three occur before the specimen reaches the laboratory. The ranking matches the hypotheses the team formed during mapping, with one exception: delayed first draws were more common than expected, largely because of patients waiting in the triage area before a bed was assigned.

What this page is doingA random sample of failures is categorized, ranked and interpreted cumulatively, and the results are compared honestly with the earlier hypotheses.
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Hemolysis as a Separate Signal

Hemolysis redraws were only the fourth-largest category, but they cause the longest individual delays and add a second needle stick, so the team looked at them separately. Over the 26 weeks, 2.8% of troponin specimens were rejected as hemolyzed. When the rejections were split by how the blood was drawn, 3.4% of specimens taken through a newly placed intravenous catheter were hemolyzed, compared with 0.6% of those drawn by straight needle venipuncture. The direction matches a randomized crossover comparison run in another hospital's emergency department, where Lowe et al. (2008) found 5.6% of catheter-drawn samples hemolyzed against 0.3% by venipuncture, although this hospital's gap is narrower. The finding matters for the next module in two ways. It suggests a change that could remove most redraws, and it warns that any change that pushes nurses to draw faster through catheters could raise the balancing measure defined in the first module. Hemolysis will therefore be tracked on its own chart alongside the primary measure.

What this page is doingOne category from the Pareto chart is examined more closely with stratified data and compared with published evidence, which links the analysis to the balancing measure.
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Conclusions for Improvement

Three conclusions follow. First, the process is stable, so improvement requires redesigning it, and progress should be judged against the run chart rules and control limits rather than against any single week. Second, the most productive targets are when the second draw happens and the holding of specimens before they are sent, which together explain 60% of late results; the laboratory's own queue is a small contributor. Third, night shift and hallway beds deserve particular attention because they concentrate failures. The next module will plan tests of change aimed at the top two causes, and the p-chart built here will serve as the baseline against which those tests are judged.

What this page is doingThe conclusions translate the three analyses into direction for improvement and establish the chart as the baseline for evaluating change.
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References

Benneyan, J. C., Lloyd, R. C., & Plsek, P. E. (2003). Statistical process control as a tool for research and healthcare improvement. Quality and Safety in Health Care, 12(6), 458-464. https://doi.org/10.1136/qhc.12.6.458

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

Perla, R. J., Provost, L. P., & Murray, S. K. (2011). The run chart: A simple analytical tool for learning from variation in healthcare processes. BMJ Quality & Safety, 20(1), 46-51. https://doi.org/10.1136/bmjqs.2009.037895

Reading the HLTH 4393 Module 3 instructions

HLTH 4393 Module 3 typically asks you to take a quality measure and analyze real or supplied data with the standard tools of quality management. Expect to build at least one chart, often a run chart, a control chart or a Pareto chart, and to interpret it: is the process stable, is it improving, and which causes matter most? Many prompts ask you to explain why you chose each tool and to state the rules or limits you applied. Some provide a data set in Canvas; others ask you to use data from your workplace with identifiers removed. Graders expect the charts themselves, usually as figures in APA style, along with a written interpretation. Check whether your section wants the calculations in an appendix.

How this HLTH 4393 Module 3 example is built

The example opens by stating the data, the period and three questions, each matched to a tool. The run chart section states the published rules and applies them one at a time, then explains the single unusual week from laboratory records. The control chart section justifies a p-chart, calculates the limits and draws the central management conclusion that a stable process must be redesigned rather than pushed. Stratification by shift, bed location and draw number shows where failures concentrate and links back to the process map. The Pareto section explains how the sample of late results was drawn and coded, ranks the causes and compares them with the earlier hypotheses. Conclusions set the baseline for testing changes.

Reading the HLTH 4393 Module 3 rubric

Data analysis rubrics in quality courses tend to reward correct tool selection, correct construction and sound interpretation. The tool criterion checks that the chart type fits the data, for example a p-chart for proportions. The construction criterion looks for a median or center line, limits calculated correctly, labeled axes and enough data points. Interpretation is usually weighted most heavily: graders want the rules applied explicitly and a clear statement of whether variation is common cause or special cause. Pareto analysis earns credit when categories are defined and the cumulative percentage is used to set priorities. A criterion on implications rewards linking results to improvement decisions. Figures formatted in APA 7 complete the score.

HLTH 4393 Module 3 help: mistakes that cost points

Charts on their own do not earn the marks; the interpretation does. A frequent mistake is calling any drop a problem and any rise an improvement without applying run chart rules. Another is using a control chart type that does not fit the data or drawing limits at arbitrary targets instead of calculating them. Students also build Pareto charts from categories that overlap, so percentages add to more than 100. Use enough data points, generally at least 15 to 20, before drawing conclusions about stability. Always explain an unusual point from records if you can. If your data set covers falls, wait times or infection rates instead, send it with your prompt, and a Module 3 analysis can be written from your numbers.

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.

More HLTH 4393 and B.S. in Healthcare Administration sample papers

HLTH 4393 Module 3 questions, answered

What does HLTH4393 Module 3 usually ask for?

HLTH4393's third module usually asks you to analyze quality data with tools such as a run chart, control chart, Pareto chart or histogram, interpret what the charts show and explain what the results mean for improvement. Your classroom's instructions decide the data set.

What are the run chart rules?

Most teams check four things: a long stretch of weeks sitting on one side of the median, a steady climb or fall over several consecutive weeks, an unusual count of runs, and a single value far outside the rest. Perla and colleagues give the exact thresholds for each.

What is the difference between common cause and special cause variation?

Common cause variation is the ordinary noise of a stable process; special cause variation comes from something outside the usual system, such as an equipment failure. Control charts help tell them apart.

Where can I find a free HLTH 4393 Module 3 sample paper?

Here, on this page. The full Module 3 analysis of 26 weeks of emergency troponin turnaround is posted with its run chart reading, p-chart limits, stratified results and a Pareto ranking of 200 late results.

When should you use a p-chart?

Use a p-chart when the measure is a proportion, such as the percentage of results on time, calculated from samples of similar size in each period.