HLTH 5693 Module 3 Capstone Data Analysis Example

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

Here is a HLTH 5693 Module 3 example in full: a capstone data analysis of 1,008 first cases and two weeks of observation, finding one cause recorded under two names and stating what the data can honestly say about late operating room starts. It was prepared for American College of Education HLTH 5693, Capstone Experience for Healthcare Administration, shown in Canvas as HLTH5693, within the MHA. It describes each data source's weakness before reporting any result, shows how often, how late and where first cases start late, and uses observation to reinterpret coded delay reasons, finding that surgeon delay and consent delay were often the same event. It checks cases with missing codes, estimates realistic savings with Dexter and Epstein and compares with Saul and colleagues, and sorts conclusions into what the data support, suggest and cannot say. Sections often set the methods.

CourseHLTH 5693 Capstone Experience for Healthcare Administration
ModuleModule 3
Paper typeCapstone data analysis
Length1,160 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramMHA
UpdatedOctober 2026

Free sample paper for HLTH 5693 Module 3

1

One Cause Recorded Under Two Names: What 1,008 First Cases and Two Weeks of Observation Can Honestly Say About Late Operating Room Starts

Student Name

American College of Education

HLTH5693: Capstone Experience for Healthcare Administration

Module 3 Assignment

Instructor Name

February 5, 2029

What this page is doingThe title states the analysis's most useful finding and names the data sources and their size, with the word honestly echoing the module brief. The hospital, cases and figures are composites. The APA 7 title page carries the course line and module assignment as listed.
2

The Data and Their Weaknesses

The analysis draws on three sources. The surgical information system provided scheduled start and patient-in-room times for all 1,008 weekday first cases from April through September 2028, with room, service and day of week. Circulating nurses enter a delay reason code for late cases, but codes were present for only 423 of the 595 late cases, 71 percent, and each late case can receive only one code. To see what the codes miss, the capstone observed 80 first cases over two weeks in November 2028, recording when each preoperative step was completed: patient arrival, nursing assessment, anesthesia assessment, the surgeon's update of the history and physical, signed consent, site marking and ready for the operating room. Staffing cost data came from finance.

Each source has a weakness. Missing codes could be missing in a biased way; delays with no obvious owner may be the ones left blank. Single codes hide shared causes. The observation sample is small, from one season, and staff may have behaved differently while observed. Data do not become more reliable by being summarized; the weaknesses must be carried into every conclusion.

What this page is doingEvery data source is described with its specific weakness before any result is reported, which sets up the honest conclusions the module requires.
3

How Often, How Late and Where

First cases started on time 41 percent of the time, with a median delay among late cases of 14 minutes. The analysis also examined the spread of start times, as Tiwari et al. (2018) did in their study: the interquartile range of the difference between scheduled and actual entry was 17 minutes, wider than the 13 minutes those authors reported before their improvement program, which suggests the process here is less consistent rather than simply shifted late. Performance varied by day, with Mondays worst at 29 percent on time and Fridays best at 52 percent, and by service, with orthopedics at 32 percent and ophthalmology at 63 percent.

These differences are large enough to be real rather than chance, given 1,008 cases, and they point to where the process is least controlled. Confidence in this finding is high, because it rests on timestamps recorded automatically rather than on judgment.

4

What Causes the Delays

Among the 423 coded late cases, the codes were: surgeon late, 38 percent; history and physical or consent incomplete, 24 percent; patient late, 11 percent; anesthesia, 9 percent; equipment or room, 8 percent; and other, 10 percent. Taken at face value, surgeons and paperwork are two separate causes, consistent with the pattern Saul et al. (2022) reported at a community hospital, where surgeon practices and preoperative processes led.

The observation changes the interpretation. In 41 of the 80 observed first cases, the patient was not ready for the operating room until after 7:25 a.m. In 29 of those 41, the last step completed was the surgeon's update of the history and physical or the signing of consent, both of which require the surgeon in person, and the surgeon arrived in the preoperative area at a median of 7:21 a.m. Nurses then coded these delays either as surgeon late or as paperwork incomplete, depending on the day. The two leading codes, 62 percent of coded delays together, therefore appear to describe largely one cause: surgeons arriving too close to 7:30 to complete tasks that only they can do. Confidence in this interpretation is moderate, because it rests on 80 cases, but it is consistent across both weeks and all services observed.

What this page is doingThe observation data are used to reinterpret the coded data rather than simply added to them, which is the analysis's most valuable finding. The confidence statement at the end is specific about why it is moderate.
5

Checking the Missing Codes

Before trusting the codes, the analysis compared the 172 late cases without a code with the 423 that had one. The uncoded cases were shorter delays, a median of 8 minutes against 16 for coded cases, and were more common on Fridays and in ophthalmology, the day and service with the best performance. That pattern suggests nurses tend to skip the code when a delay is small, not when its cause is embarrassing, which is reassuring: the missing codes are unlikely to hide a large cause of long delays. It also means the coded distribution describes the longer delays better than the shorter ones.

The analysis also checked whether the observation weeks were typical. The on-time rate during the two observed weeks was 44 percent, close to the six-month rate of 41 percent, and the mix of services was similar. The observed weeks are therefore a reasonable, though small, window on the usual process. The possibility that staff moved faster while observed cannot be ruled out, but if preoperative staff moved faster while being timed, the share of delays left waiting on the surgeon would, if anything, be understated rather than inflated.

6

What Savings Are Realistic

The analysis applied the method of Dexter and Epstein (2009), counting only rooms whose cases and turnovers regularly exceed eight hours. Only three of the eight rooms, two orthopedic and one general surgery, ran more than eight hours on most days. The loaded cost of the hospital-employed staff in each room, a circulating nurse and a surgical technologist, is about $2.10 per scheduled minute; anesthesia is paid through a fixed contract and does not change with minutes. If a realistic program reduced mean first-case tardiness by 10 minutes in those three rooms, reduced staffed time would be about 33 minutes a day, worth only about $17,000 a year over 250 days.

That figure is far smaller than the $412,000 the hospital spent on perioperative overtime last year, and far smaller than the figure produced by multiplying all late minutes by a full cost of operating room time. The financial case for better starts is modest. The stronger case is strategic, retaining surgeons and their cases, which the data can describe but not value. Confidence in the savings estimate is moderate: the method is established, but the 10-minute improvement is an assumption.

7

What the Data Support, Suggest and Cannot Say

The data support three conclusions: first cases start late more often than not, with wide variation by day and service; the process is inconsistent, not merely late; and the direct labor savings from improvement are modest. The data suggest, with moderate confidence, that surgeon arrival relative to tasks only surgeons can complete is the main shared cause, and that Mondays and orthopedics are the best places to start. The data cannot say whether late starts cause surgeons to move cases elsewhere, whether they affect patient outcomes or experience, or how much of the overtime they cause, since overtime is not recorded by cause.

These boundaries shape the recommendations in the next module. Recommendations should target the shared surgeon-readiness cause and the variability of the process, be justified mainly by strategy and reliability rather than by savings and include better data collection, especially multiple delay codes per case and a measure of preoperative steps, so that the hospital can test its conclusions over time. The most useful finding is often the one that shows the organization has been counting one problem as two.

8

References

Dexter, F., & Epstein, R. H. (2009). Typical savings from each minute reduction in tardy first case of the day starts. Anesthesia & Analgesia, 108(4), 1262-1267. https://doi.org/10.1213/ane.0b013e31819775cd

Saul, B., Ketelaar, E., Yaish, A., Wagner, M., Comrie, R., Brannan, G. D., Restini, C., & Balancio, M. (2022). Assessing root causes of first case on-time start (FCOTS) delay in the orthopedic department at a busy level II community teaching hospital. Spartan Medical Research Journal, 7(2), Article 36719. https://doi.org/10.51894/001c.36719

Tiwari, V., Ehrenfeld, J. M., & Sandberg, W. S. (2018). Does a first-case on-time-start initiative achieve its goal by starting the entire process earlier or by tightening the distribution of start times? British Journal of Anaesthesia, 121(5), 1148-1155. https://doi.org/10.1016/j.bja.2018.05.043

Reading the HLTH 5693 Module 3 instructions

HLTH 5693 Module 3 asks you to analyze the data you gathered for your capstone and say what it can honestly support. Most prompts expect a description of each data source and its limits, descriptive results on the problem, an analysis of causes, a check of missing or inconsistent data, an estimate of impact and a clear statement of how confident each conclusion is. Many sections encourage combining record data with observation or interviews. Expect about five pages, typically with tables. The HLTH 5693 Canvas page states the analytic methods expected and whether statistical tests are required. Describe each data source's weaknesses before reporting a single result.

Inside the HLTH 5693 Module 3 example

The analysis begins with the data: a year of operating room records with scheduled and actual times and delay codes, and two weeks of direct observation, each with its weakness, such as codes chosen at the end of a busy day. The descriptive section reports the share of late starts, the distribution of delay and differences by room, weekday and service. The causes section compares coded reasons with what observers saw and finds that many delays coded as surgeon late were really consent not completed until the surgeon arrived, one cause under two names. The missing codes section checks whether uncoded delays differ from coded ones. The savings section estimates realistic gains. The final section sorts every conclusion by confidence.

Where the points sit in the HLTH 5693 Module 3 rubric

Capstone analyses are graded on honesty and insight. Data credit requires each source described with its specific weaknesses before results. Descriptive marks reward clear counts, distributions and breakdowns. The causes row usually carries the most weight: using one source to reinterpret another rather than simply adding them. Graders give substantial credit for checking missing data and for realistic savings estimates with cautions. The final row rewards conclusions sorted by how strongly the data support them. Clear tables and APA 7 finish the scoring. A table that sets coded reasons beside observed causes makes the one-cause, two-names finding easy to see. Graders also reward tables whose totals match the stated case counts, checked before the analysis is written.

HLTH 5693 Module 3 help: mistakes that cost points

Capstone analyses most often report delay codes as causes without asking how they were recorded. Another frequent weakness is ignoring cases with missing data. Students also present every finding with the same confidence. Describe data weaknesses first. Report distributions, not only averages. Check coded reasons against observation. Look at what the missing cases look like. Sort conclusions into supported, suggested and unknown. Keep a short record of analytic choices so a reader can repeat them. If your capstone uses claims, survey or staffing data, the desk can write a capstone data analysis for it. Report medians alongside means, since a few very late cases can distort averages. Say how many cases each table covers.

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 5693 and MHA sample papers

HLTH 5693 Module 3 questions, answered

How do I show the limits of my data?

Describe each data source's weaknesses before presenting results, attach a confidence statement to each finding and end by sorting conclusions into those the data support, those they suggest and those they cannot address.

What if two data sources disagree?

Use the disagreement. If observation shows that coded reasons overlap or mislabel a shared cause, report both and explain how the second source changes the interpretation of the first. Such findings are often the most valuable in a capstone.

Where can I find a free HLTH 5693 Module 3 sample paper?

This HLTH 5693 Module 3 page holds the complete capstone data analysis. It opens with "The Data and Their Weaknesses" and ends with "What the Data Support, Suggest and Cannot Say".

What should I do when data sources disagree?

Use the disagreement as a finding. If observation shows that recorded reasons mislabel or split a shared cause, report both and explain what the overlap means for the solution.

How do I state confidence in capstone findings?

Sort conclusions into those the data support directly, those they suggest and those they cannot address, and say what additional data would settle each open question.