Assignment Prompt & Instructions
**files (4)**
– ## course-3-template-20263.pdf
– ## lucidchart-access-instructions-course-3-20262.pdf
– ## workflow-of-esi-level-3-patients-course-3-20264.pdf
– ## wgu-performance-assessment-course-3-20263.pdf
**## course-3-template-20263.pdf**
1
Workflow Analysis Flowchart Aspects
Author Name (First, Middle Initial, Last)
College of Health Professions, Western Governors University
C792 Task 1: Workflow Analysis
Instructor Name
Date
2
Workflow Analysis Flowchart Aspects
Flowchart Aspects
Weak Areas and Improvements
3
References
< References, if in-text citations are used>
**## lucidchart-access-instructions-course-3-20262.pdf**
Lucid Access Instructions
Sign Into Lucid
1. Visit the Lucid Login Page.
2. Select the Office 365 login op7on.
3. Enter your WGU email address and click Next.
4. Enter your WGU password and click Sign in.
5. If you are prompted to “stay signed in,” select Yes or No.
Create a Document
NOTE: Your free account allows you to create up to three ac#ve documents at a 7me. Should
you create addi7onal documents in Lucid, your older documents will become “view only.”
Within a document, you can add pages, where addi7onal charts can be created and exported.
1. Click the New buLon.
2. Hover your mouse over Lucidchart to view available op7ons.
a. Select Blank Document to create a diagram from scratch.
b. Select Create from Template to browse available templates.
3. Double-click Blank Diagram in the upper leP corner to rename your document.
4. Click the + sign in the lower leP corner to add pages to a document.
5. Click File to do the following:
a. Save: Save your document online.
b. Move to trash: Delete your document.
c. Publish: Make your document visible to other users via shareable link.
d. Export: Export your document in various formats.
Export a Document as a PDF
NOTE: PDF is the best format for submiTng the completed assessment task.
1. Click File and select Export.
2. Select PDF.
3. Adjust the file seTngs according to your preferences and click Download.
4. Name your file, select a des7na7on on your hard drive, and click Save.
**## workflow-of-esi-level-3-patients-course-3-20264.pdf**
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
C792 Workflow Observations on ESI Level 3 Patients
Use the following workflow data for the workflow analysis flowchart. For additional
information on completing a workflow analysis, review the recorded cohort and the
Workflow Concept Video. NOTE: Each of the 22 steps should be represented by an
appropriate shape.
Workflow Observations on ESI Level 3 Patients
ED
Worker/Patient
WORKFLOW STEPS WORKFLOW
SYMBOLS
#
PTS
(N)
MINUTES
(M)
1. Patient Workflow Begins: Patient Arrives
to ED
5
2. Receptionist Registers Patient in HIS
5 21.4
3. Patient Waits 5 32.6
4. Triage Nurse Initiates Chart 5 24.8
5. Triage Nurse Escorts Patient to ED Bed, Reports
to ED Nurse
5 14.8
6. Patient Waits 5 43.2
7. ED Provider Conducts Examination 5 17.8
8. ED Provider Places the Following Orders for
Patient:
• Discharge Home Orders (1)
• Lab Orders (4)
• Radiology Orders (3)
5 16.4
9. ED Nurse Determines/Decides Whether
Patient Goes Home Based On
Provider Orders
5
10. ED Nurse Provides Discharge Instructions,
Patient to Home
1 36.4
11. Patient Patient Discharged Home
1
12. Patient Waits 4 87.2
13. Lab Technician Completes Lab 4 41.6
14. Lab Technician Determines Whether Patient Goes
to Radiology Department
4
15. Radiologist
Technician
Completes Radiology Procedure 3 51.2
16. Patient Waits 4 54.8
17. ED Provider Reviews Lab/Radiology Results 4 22.3
18. ED Provider Places the Following Orders For
Patient:
• Admit to Hospital (1) or
• Discharge Home (3)
4 26.4
19. Patient Waits 4 36.2
20. ED Nurse Determines/Decides Whether
Patient Will Go Home Based on
Provider Orders
4
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
21. Patient Patient Discharged Home 3
22. Patient Patient Admitted to Hospital 1
**## wgu-performance-assessment-course-3-20263.pdf**
SXM2 — SXM2 TASK 1: CURRENT-STATE WORKFLOW
ANALYSIS
DATA MODELING AND DATABASE MANAGEMENT SYSTEMS — C792
PRFA — SXM2
COMPETENCIES
7049.1.4 : Informatics Projects
The graduate designs clinically relevant and user-focused informatics projects using informatics systems
theory, information processing theory, and national taxonomies to support safe, high quality patient
outcomes.
INTRODUCTION
A workflow chart is used to diagram any repeated process that contributes to the work of an
organization. This could include admitting or discharging a patient, administering medication, conducting
provider office visits, or scheduling appointments. Analyzing these charts can help you improve processes
in health care by identifying the causes in a process failure. When implementing a health information
system, it is important to analyze a variety of workflows using both current-state data (before
implementation) and future-state data (post implementation). These workflows form the basis for
improving efficiencies and productivity.
In this task, you will showcase your ability to diagram and analyze a current-state data workflow using
standard diagramming techniques. To create your workflow analysis, you will need to use a diagramming
application/digital drawing tool. Instructions for creating your free Lucidchart account are provided in the
Supporting Documents below. If you are using a different diagramming application/digital drawing tool,
you will need to find and use instructions for the tool you select. For additional information on completing
a workflow analysis, visit the “Workflow Analysis Resource” web link.
SCENARIO
You are a nurse informatics specialist at a regional medical center where there has been a continual
throughput problem in the emergency department (ED). The average arrival-to-departure time for
admitted patients is 527 minutes; the average arrival-to-departure time for discharged patients is 295
minutes; the door-to-diagnostic-evaluation time is 171 minutes; and the left without being seen (LWBS)
Preparation Task Overview Submissions Evaluation Report
rate is 8.7 percent. Your organization is considering a system redesign that may improve the situation in
the ED; however, this redesign requires a workflow analysis to identify current bottlenecks and
inefficiencies.
For this assessment, you will use system-generated time data that have been aggregated and presented
as mean times for major steps in the workflow process. These mean times are specifically for patients
triaged as ESI Level 3, meaning patients designated as “urgent stable.” For more information on
emergency severity index (ESI) levels, please visit the “ESI Levels” link in the web links section.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker.
Students are strongly encouraged to wait for the similarity report to generate after uploading their work
and then review it to ensure Academic Authenticity guidelines are met before submitting the file for
evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most
performance assessments before a student submits work for evaluation. Students are strongly
encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as
the overall submission will not pass without this aspect passing. See Use Grammarly for Education
Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified
in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google
Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should
be collected in a pdf file and submitted separately from the main file. For more information, please
see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Using the mean times from the “Workflow Observations on ESI Level 3 Patients” attachment, create a
basic or cross-functional workflow diagram in LucidChart (or a diagramming tool of your choice) and
include an interpretation of the diagram in a caption or on a separate page.
A. Diagram a detailed flowchart of the mean times in the “Workflow Observations on ESI Level 3
Patients” attachment using standard flowchart symbols. Ensure your diagram meets the following
criteria:
• Apply appropriate shapes for each workflow step.
• Connect shapes using dynamic or auto connectors.
[https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252)
[https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276)
[https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
• Label each connector with the number of patients and the mean time between steps (e.g., N = 5, M
= 21.4 minutes).
• When the workflow shape indicates a decision, diagram the options and flow changes that this
decision generates.
• If you use a cross-functional diagram, include ED worker type swim lanes to designate steps in the
process performed by the ED worker.
Note: Submit your workflow analysis in PDF format. Make sure to save it in both the original and PDF
formats in case edits are needed.
B. Explain each aspect of the flowchart for hospital administrators and other stakeholders in a caption or
on a separate page.
1. Identify three of the weakest areas of flow (i.e., bottlenecks or inefficiencies) and explain how you
would improve one of the weak areas reduce throughput time.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv,
asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:WORKFLOW ANALYSIS
NOT EVIDENT
A workflow analysis is not pro-
vided.
APPROACHING COMPE-
TENCE
The current-state workflow
analysis is not adequately de-
tailed or does not correctly use
shapes and connectors. The
diagram incorrectly identifies
the start and end points or
does not use appropriate se-
quences and loops to depict
the flow of data.
COMPETENT
The current-state workflow
analysis is correctly formatted
and includes all appropriate
shapes and connectors. The dia-
gram correctly identifies the
start and end points and uses
appropriate sequences and
loops to depict the flow of data.
[https://lrps.wgu.edu/provision/428819404](https://lrps.wgu.edu/provision/428819404)
B:FLOWCHART ASPECTS
B1:WEAK AREAS
C:SOURCES
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
An explanation of each aspect
is not provided.
APPROACHING COMPE-
TENCE
The explanation does not in-
clude each aspect of the flow-
chart. The explanation is un-
clear, illogical, or would not be
understood by a stakeholder.
COMPETENT
The explanation includes each
aspect of the flowchart, is clear
and logical, and would be under-
stood by a stakeholder.
NOT EVIDENT
The submission does not iden-
tify 3 weak areas of flow and
does not address the weak area
of flow.
APPROACHING COMPE-
TENCE
The submission inaccurately
identifies 3 of the weakest ar-
eas of flow or recommends im-
provements for 1 of the weak
areas but the improvements
are inappropriate or would not
plausibly reduce throughput
time.
COMPETENT
The submission accurately iden-
tifies 3 of the weakest areas of
flow and recommends appropri-
ate improvements for 1 of the
weak areas to reduce through-
put time.
NOT EVIDENT
The submission does not in-
clude both in-text citations and
a reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING COMPE-
TENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or sum-
marized and a reference list;
however, the citations or refer-
ence list is incomplete or inac-
curate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased,
or summarized and a reference
list that accurately identifies the
author, date, title, and source
location as available.
NOT EVIDENT
This submission includes per-
vasive errors in professional
communication related to
APPROACHING COMPE-
TENCE
This submission includes sub-
stantial errors in professional
COMPETENT
This submission includes satis-
factory use of grammar, sen-
tence fluency, contextual spell-
[https://lrps.wgu.edu/provision/71484321](https://lrps.wgu.edu/provision/71484321)
[https://lrps.wgu.edu/provision/27641407](https://lrps.wgu.edu/provision/27641407)
WEB LINKS
Workflow Analysis Reference
SUPPORTING DOCUMENTS
SXM2 Workflow Reflection Template.docx
LucidChart Access Instructions.docx
Workflow of ESI Level 3 Patients.docx
grammar, sentence fluency,
contextual spelling, or punctua-
tion, negatively impacting the
professional quality and clarity
of the writing. Specific errors
have been identified by Gram-
marly for Education under the
Correctness category.
communication related to
grammar, sentence fluency,
contextual spelling, or punctua-
tion. Specific errors have been
identified by Grammarly for
Education under the Correct-
ness category.
ing, and punctuation, which pro-
mote accurate interpretation
and understanding.
[https://lrps.wgu.edu/provision/176542275](https://lrps.wgu.edu/provision/176542275)
**## wgu-performance-assessment-course-3-20263.pdf**
SXM2 — SXM2 TASK 1: CURRENT-STATE WORKFLOW
ANALYSIS
DATA MODELING AND DATABASE MANAGEMENT SYSTEMS — C792
PRFA — SXM2
COMPETENCIES
7049.1.4 : Informatics Projects
The graduate designs clinically relevant and user-focused informatics projects using informatics systems
theory, information processing theory, and national taxonomies to support safe, high quality patient
outcomes.
INTRODUCTION
A workflow chart is used to diagram any repeated process that contributes to the work of an
organization. This could include admitting or discharging a patient, administering medication, conducting
provider office visits, or scheduling appointments. Analyzing these charts can help you improve processes
in health care by identifying the causes in a process failure. When implementing a health information
system, it is important to analyze a variety of workflows using both current-state data (before
implementation) and future-state data (post implementation). These workflows form the basis for
improving efficiencies and productivity.
In this task, you will showcase your ability to diagram and analyze a current-state data workflow using
standard diagramming techniques. To create your workflow analysis, you will need to use a diagramming
application/digital drawing tool. Instructions for creating your free Lucidchart account are provided in the
Supporting Documents below. If you are using a different diagramming application/digital drawing tool,
you will need to find and use instructions for the tool you select. For additional information on completing
a workflow analysis, visit the “Workflow Analysis Resource” web link.
SCENARIO
You are a nurse informatics specialist at a regional medical center where there has been a continual
throughput problem in the emergency department (ED). The average arrival-to-departure time for
admitted patients is 527 minutes; the average arrival-to-departure time for discharged patients is 295
minutes; the door-to-diagnostic-evaluation time is 171 minutes; and the left without being seen (LWBS)
Preparation Task Overview Submissions Evaluation Report
rate is 8.7 percent. Your organization is considering a system redesign that may improve the situation in
the ED; however, this redesign requires a workflow analysis to identify current bottlenecks and
inefficiencies.
For this assessment, you will use system-generated time data that have been aggregated and presented
as mean times for major steps in the workflow process. These mean times are specifically for patients
triaged as ESI Level 3, meaning patients designated as “urgent stable.” For more information on
emergency severity index (ESI) levels, please visit the “ESI Levels” link in the web links section.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker.
Students are strongly encouraged to wait for the similarity report to generate after uploading their work
and then review it to ensure Academic Authenticity guidelines are met before submitting the file for
evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most
performance assessments before a student submits work for evaluation. Students are strongly
encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as
the overall submission will not pass without this aspect passing. See Use Grammarly for Education
Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified
in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google
Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should
be collected in a pdf file and submitted separately from the main file. For more information, please
see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Using the mean times from the “Workflow Observations on ESI Level 3 Patients” attachment, create a
basic or cross-functional workflow diagram in LucidChart (or a diagramming tool of your choice) and
include an interpretation of the diagram in a caption or on a separate page.
A. Diagram a detailed flowchart of the mean times in the “Workflow Observations on ESI Level 3
Patients” attachment using standard flowchart symbols. Ensure your diagram meets the following
criteria:
• Apply appropriate shapes for each workflow step.
• Connect shapes using dynamic or auto connectors.
[https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252)
[https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276)
[https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
• Label each connector with the number of patients and the mean time between steps (e.g., N = 5, M
= 21.4 minutes).
• When the workflow shape indicates a decision, diagram the options and flow changes that this
decision generates.
• If you use a cross-functional diagram, include ED worker type swim lanes to designate steps in the
process performed by the ED worker.
Note: Submit your workflow analysis in PDF format. Make sure to save it in both the original and PDF
formats in case edits are needed.
B. Explain each aspect of the flowchart for hospital administrators and other stakeholders in a caption or
on a separate page.
1. Identify three of the weakest areas of flow (i.e., bottlenecks or inefficiencies) and explain how you
would improve one of the weak areas reduce throughput time.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv,
asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:WORKFLOW ANALYSIS
NOT EVIDENT
A workflow analysis is not pro-
vided.
APPROACHING COMPE-
TENCE
The current-state workflow
analysis is not adequately de-
tailed or does not correctly use
shapes and connectors. The
diagram incorrectly identifies
the start and end points or
does not use appropriate se-
quences and loops to depict
the flow of data.
COMPETENT
The current-state workflow
analysis is correctly formatted
and includes all appropriate
shapes and connectors. The dia-
gram correctly identifies the
start and end points and uses
appropriate sequences and
loops to depict the flow of data.
[https://lrps.wgu.edu/provision/428819404](https://lrps.wgu.edu/provision/428819404)
B:FLOWCHART ASPECTS
B1:WEAK AREAS
C:SOURCES
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
An explanation of each aspect
is not provided.
APPROACHING COMPE-
TENCE
The explanation does not in-
clude each aspect of the flow-
chart. The explanation is un-
clear, illogical, or would not be
understood by a stakeholder.
COMPETENT
The explanation includes each
aspect of the flowchart, is clear
and logical, and would be under-
stood by a stakeholder.
NOT EVIDENT
The submission does not iden-
tify 3 weak areas of flow and
does not address the weak area
of flow.
APPROACHING COMPE-
TENCE
The submission inaccurately
identifies 3 of the weakest ar-
eas of flow or recommends im-
provements for 1 of the weak
areas but the improvements
are inappropriate or would not
plausibly reduce throughput
time.
COMPETENT
The submission accurately iden-
tifies 3 of the weakest areas of
flow and recommends appropri-
ate improvements for 1 of the
weak areas to reduce through-
put time.
NOT EVIDENT
The submission does not in-
clude both in-text citations and
a reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING COMPE-
TENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or sum-
marized and a reference list;
however, the citations or refer-
ence list is incomplete or inac-
curate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased,
or summarized and a reference
list that accurately identifies the
author, date, title, and source
location as available.
NOT EVIDENT
This submission includes per-
vasive errors in professional
communication related to
APPROACHING COMPE-
TENCE
This submission includes sub-
stantial errors in professional
COMPETENT
This submission includes satis-
factory use of grammar, sen-
tence fluency, contextual spell-
[https://lrps.wgu.edu/provision/71484321](https://lrps.wgu.edu/provision/71484321)
[https://lrps.wgu.edu/provision/27641407](https://lrps.wgu.edu/provision/27641407)
WEB LINKS
Workflow Analysis Reference
SUPPORTING DOCUMENTS
SXM2 Workflow Reflection Template.docx
LucidChart Access Instructions.docx
Workflow of ESI Level 3 Patients.docx
grammar, sentence fluency,
contextual spelling, or punctua-
tion, negatively impacting the
professional quality and clarity
of the writing. Specific errors
have been identified by Gram-
marly for Education under the
Correctness category.
communication related to
grammar, sentence fluency,
contextual spelling, or punctua-
tion. Specific errors have been
identified by Grammarly for
Education under the Correct-
ness category.
ing, and punctuation, which pro-
mote accurate interpretation
and understanding.
[https://lrps.wgu.edu/provision/176542275](https://lrps.wgu.edu/provision/176542275)
**## course-3-template-20263.pdf**
1
Workflow Analysis Flowchart Aspects
Author Name (First, Middle Initial, Last)
College of Health Professions, Western Governors University
C792 Task 1: Workflow Analysis
Instructor Name
Date
2
Workflow Analysis Flowchart Aspects
Flowchart Aspects
Weak Areas and Improvements
3
References
< References, if in-text citations are used>
**## lucidchart-access-instructions-course-3-20262.pdf**
Lucid Access Instructions
Sign Into Lucid
1. Visit the Lucid Login Page.
2. Select the Office 365 login op7on.
3. Enter your WGU email address and click Next.
4. Enter your WGU password and click Sign in.
5. If you are prompted to “stay signed in,” select Yes or No.
Create a Document
NOTE: Your free account allows you to create up to three ac#ve documents at a 7me. Should
you create addi7onal documents in Lucid, your older documents will become “view only.”
Within a document, you can add pages, where addi7onal charts can be created and exported.
1. Click the New buLon.
2. Hover your mouse over Lucidchart to view available op7ons.
a. Select Blank Document to create a diagram from scratch.
b. Select Create from Template to browse available templates.
3. Double-click Blank Diagram in the upper leP corner to rename your document.
4. Click the + sign in the lower leP corner to add pages to a document.
5. Click File to do the following:
a. Save: Save your document online.
b. Move to trash: Delete your document.
c. Publish: Make your document visible to other users via shareable link.
d. Export: Export your document in various formats.
Export a Document as a PDF
NOTE: PDF is the best format for submiTng the completed assessment task.
1. Click File and select Export.
2. Select PDF.
3. Adjust the file seTngs according to your preferences and click Download.
4. Name your file, select a des7na7on on your hard drive, and click Save.
**## workflow-of-esi-level-3-patients-course-3-20264.pdf**
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
C792 Workflow Observations on ESI Level 3 Patients
Use the following workflow data for the workflow analysis flowchart. For additional
information on completing a workflow analysis, review the recorded cohort and the
Workflow Concept Video. NOTE: Each of the 22 steps should be represented by an
appropriate shape.
Workflow Observations on ESI Level 3 Patients
ED
Worker/Patient
WORKFLOW STEPS WORKFLOW
SYMBOLS
#
PTS
(N)
MINUTES
(M)
1. Patient Workflow Begins: Patient Arrives
to ED
5
2. Receptionist Registers Patient in HIS
5 21.4
3. Patient Waits 5 32.6
4. Triage Nurse Initiates Chart 5 24.8
5. Triage Nurse Escorts Patient to ED Bed, Reports
to ED Nurse
5 14.8
6. Patient Waits 5 43.2
7. ED Provider Conducts Examination 5 17.8
8. ED Provider Places the Following Orders for
Patient:
• Discharge Home Orders (1)
• Lab Orders (4)
• Radiology Orders (3)
5 16.4
9. ED Nurse Determines/Decides Whether
Patient Goes Home Based On
Provider Orders
5
10. ED Nurse Provides Discharge Instructions,
Patient to Home
1 36.4
11. Patient Patient Discharged Home
1
12. Patient Waits 4 87.2
13. Lab Technician Completes Lab 4 41.6
14. Lab Technician Determines Whether Patient Goes
to Radiology Department
4
15. Radiologist
Technician
Completes Radiology Procedure 3 51.2
16. Patient Waits 4 54.8
17. ED Provider Reviews Lab/Radiology Results 4 22.3
18. ED Provider Places the Following Orders For
Patient:
• Admit to Hospital (1) or
• Discharge Home (3)
4 26.4
19. Patient Waits 4 36.2
20. ED Nurse Determines/Decides Whether
Patient Will Go Home Based on
Provider Orders
4
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
21. Patient Patient Discharged Home 3
22. Patient Patient Admitted to Hospital 1
**## wgu-performance-assessment-course-3-20263.pdf**
SXM2 — SXM2 TASK 1: CURRENT-STATE WORKFLOW
ANALYSIS
DATA MODELING AND DATABASE MANAGEMENT SYSTEMS — C792
PRFA — SXM2
COMPETENCIES
7049.1.4 : Informatics Projects
The graduate designs clinically relevant and user-focused informatics projects using informatics systems
theory, information processing theory, and national taxonomies to support safe, high quality patient
outcomes.
INTRODUCTION
A workflow chart is used to diagram any repeated process that contributes to the work of an
organization. This could include admitting or discharging a patient, administering medication, conducting
provider office visits, or scheduling appointments. Analyzing these charts can help you improve processes
in health care by identifying the causes in a process failure. When implementing a health information
system, it is important to analyze a variety of workflows using both current-state data (before
implementation) and future-state data (post implementation). These workflows form the basis for
improving efficiencies and productivity.
In this task, you will showcase your ability to diagram and analyze a current-state data workflow using
standard diagramming techniques. To create your workflow analysis, you will need to use a diagramming
application/digital drawing tool. Instructions for creating your free Lucidchart account are provided in the
Supporting Documents below. If you are using a different diagramming application/digital drawing tool,
you will need to find and use instructions for the tool you select. For additional information on completing
a workflow analysis, visit the “Workflow Analysis Resource” web link.
SCENARIO
You are a nurse informatics specialist at a regional medical center where there has been a continual
throughput problem in the emergency department (ED). The average arrival-to-departure time for
admitted patients is 527 minutes; the average arrival-to-departure time for discharged patients is 295
minutes; the door-to-diagnostic-evaluation time is 171 minutes; and the left without being seen (LWBS)
Preparation Task Overview Submissions Evaluation Report
rate is 8.7 percent. Your organization is considering a system redesign that may improve the situation in
the ED; however, this redesign requires a workflow analysis to identify current bottlenecks and
inefficiencies.
For this assessment, you will use system-generated time data that have been aggregated and presented
as mean times for major steps in the workflow process. These mean times are specifically for patients
triaged as ESI Level 3, meaning patients designated as “urgent stable.” For more information on
emergency severity index (ESI) levels, please visit the “ESI Levels” link in the web links section.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker.
Students are strongly encouraged to wait for the similarity report to generate after uploading their work
and then review it to ensure Academic Authenticity guidelines are met before submitting the file for
evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most
performance assessments before a student submits work for evaluation. Students are strongly
encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as
the overall submission will not pass without this aspect passing. See Use Grammarly for Education
Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified
in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google
Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should
be collected in a pdf file and submitted separately from the main file. For more information, please
see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Using the mean times from the “Workflow Observations on ESI Level 3 Patients” attachment, create a
basic or cross-functional workflow diagram in LucidChart (or a diagramming tool of your choice) and
include an interpretation of the diagram in a caption or on a separate page.
A. Diagram a detailed flowchart of the mean times in the “Workflow Observations on ESI Level 3
Patients” attachment using standard flowchart symbols. Ensure your diagram meets the following
criteria:
• Apply appropriate shapes for each workflow step.
• Connect shapes using dynamic or auto connectors.
[https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252)
[https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276)
[https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
• Label each connector with the number of patients and the mean time between steps (e.g., N = 5, M
= 21.4 minutes).
• When the workflow shape indicates a decision, diagram the options and flow changes that this
decision generates.
• If you use a cross-functional diagram, include ED worker type swim lanes to designate steps in the
process performed by the ED worker.
Note: Submit your workflow analysis in PDF format. Make sure to save it in both the original and PDF
formats in case edits are needed.
B. Explain each aspect of the flowchart for hospital administrators and other stakeholders in a caption or
on a separate page.
1. Identify three of the weakest areas of flow (i.e., bottlenecks or inefficiencies) and explain how you
would improve one of the weak areas reduce throughput time.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv,
asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:WORKFLOW ANALYSIS
NOT EVIDENT
A workflow analysis is not pro-
vided.
APPROACHING COMPE-
TENCE
The current-state workflow
analysis is not adequately de-
tailed or does not correctly use
shapes and connectors. The
diagram incorrectly identifies
the start and end points or
does not use appropriate se-
quences and loops to depict
the flow of data.
COMPETENT
The current-state workflow
analysis is correctly formatted
and includes all appropriate
shapes and connectors. The dia-
gram correctly identifies the
start and end points and uses
appropriate sequences and
loops to depict the flow of data.
[https://lrps.wgu.edu/provision/428819404](https://lrps.wgu.edu/provision/428819404)
B:FLOWCHART ASPECTS
B1:WEAK AREAS
C:SOURCES
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
An explanation of each aspect
is not provided.
APPROACHING COMPE-
TENCE
The explanation does not in-
clude each aspect of the flow-
chart. The explanation is un-
clear, illogical, or would not be
understood by a stakeholder.
COMPETENT
The explanation includes each
aspect of the flowchart, is clear
and logical, and would be under-
stood by a stakeholder.
NOT EVIDENT
The submission does not iden-
tify 3 weak areas of flow and
does not address the weak area
of flow.
APPROACHING COMPE-
TENCE
The submission inaccurately
identifies 3 of the weakest ar-
eas of flow or recommends im-
provements for 1 of the weak
areas but the improvements
are inappropriate or would not
plausibly reduce throughput
time.
COMPETENT
The submission accurately iden-
tifies 3 of the weakest areas of
flow and recommends appropri-
ate improvements for 1 of the
weak areas to reduce through-
put time.
NOT EVIDENT
The submission does not in-
clude both in-text citations and
a reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING COMPE-
TENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or sum-
marized and a reference list;
however, the citations or refer-
ence list is incomplete or inac-
curate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased,
or summarized and a reference
list that accurately identifies the
author, date, title, and source
location as available.
NOT EVIDENT
This submission includes per-
vasive errors in professional
communication related to
APPROACHING COMPE-
TENCE
This submission includes sub-
stantial errors in professional
COMPETENT
This submission includes satis-
factory use of grammar, sen-
tence fluency, contextual spell-
[https://lrps.wgu.edu/provision/71484321](https://lrps.wgu.edu/provision/71484321)
[https://lrps.wgu.edu/provision/27641407](https://lrps.wgu.edu/provision/27641407)
WEB LINKS
Workflow Analysis Reference
SUPPORTING DOCUMENTS
SXM2 Workflow Reflection Template.docx
LucidChart Access Instructions.docx
Workflow of ESI Level 3 Patients.docx
grammar, sentence fluency,
contextual spelling, or punctua-
tion, negatively impacting the
professional quality and clarity
of the writing. Specific errors
have been identified by Gram-
marly for Education under the
Correctness category.
communication related to
grammar, sentence fluency,
contextual spelling, or punctua-
tion. Specific errors have been
identified by Grammarly for
Education under the Correct-
ness category.
ing, and punctuation, which pro-
mote accurate interpretation
and understanding.
[https://lrps.wgu.edu/provision/176542275](https://lrps.wgu.edu/provision/176542275)
**## course-3-template-20263.pdf**
1
Workflow Analysis Flowchart Aspects
Author Name (First, Middle Initial, Last)
College of Health Professions, Western Governors University
C792 Task 1: Workflow Analysis
Instructor Name
Date
2
Workflow Analysis Flowchart Aspects
Flowchart Aspects
Weak Areas and Improvements
3
References
< References, if in-text citations are used>
**## lucidchart-access-instructions-course-3-20262.pdf**
Lucid Access Instructions
Sign Into Lucid
1. Visit the Lucid Login Page.
2. Select the Office 365 login op7on.
3. Enter your WGU email address and click Next.
4. Enter your WGU password and click Sign in.
5. If you are prompted to “stay signed in,” select Yes or No.
Create a Document
NOTE: Your free account allows you to create up to three ac#ve documents at a 7me. Should
you create addi7onal documents in Lucid, your older documents will become “view only.”
Within a document, you can add pages, where addi7onal charts can be created and exported.
1. Click the New buLon.
2. Hover your mouse over Lucidchart to view available op7ons.
a. Select Blank Document to create a diagram from scratch.
b. Select Create from Template to browse available templates.
3. Double-click Blank Diagram in the upper leP corner to rename your document.
4. Click the + sign in the lower leP corner to add pages to a document.
5. Click File to do the following:
a. Save: Save your document online.
b. Move to trash: Delete your document.
c. Publish: Make your document visible to other users via shareable link.
d. Export: Export your document in various formats.
Export a Document as a PDF
NOTE: PDF is the best format for submiTng the completed assessment task.
1. Click File and select Export.
2. Select PDF.
3. Adjust the file seTngs according to your preferences and click Download.
4. Name your file, select a des7na7on on your hard drive, and click Save.
**## workflow-of-esi-level-3-patients-course-3-20264.pdf**
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
C792 Workflow Observations on ESI Level 3 Patients
Use the following workflow data for the workflow analysis flowchart. For additional
information on completing a workflow analysis, review the recorded cohort and the
Workflow Concept Video. NOTE: Each of the 22 steps should be represented by an
appropriate shape.
Workflow Observations on ESI Level 3 Patients
ED
Worker/Patient
WORKFLOW STEPS WORKFLOW
SYMBOLS
#
PTS
(N)
MINUTES
(M)
1. Patient Workflow Begins: Patient Arrives
to ED
5
2. Receptionist Registers Patient in HIS
5 21.4
3. Patient Waits 5 32.6
4. Triage Nurse Initiates Chart 5 24.8
5. Triage Nurse Escorts Patient to ED Bed, Reports
to ED Nurse
5 14.8
6. Patient Waits 5 43.2
7. ED Provider Conducts Examination 5 17.8
8. ED Provider Places the Following Orders for
Patient:
• Discharge Home Orders (1)
• Lab Orders (4)
• Radiology Orders (3)
5 16.4
9. ED Nurse Determines/Decides Whether
Patient Goes Home Based On
Provider Orders
5
10. ED Nurse Provides Discharge Instructions,
Patient to Home
1 36.4
11. Patient Patient Discharged Home
1
12. Patient Waits 4 87.2
13. Lab Technician Completes Lab 4 41.6
14. Lab Technician Determines Whether Patient Goes
to Radiology Department
4
15. Radiologist
Technician
Completes Radiology Procedure 3 51.2
16. Patient Waits 4 54.8
17. ED Provider Reviews Lab/Radiology Results 4 22.3
18. ED Provider Places the Following Orders For
Patient:
• Admit to Hospital (1) or
• Discharge Home (3)
4 26.4
19. Patient Waits 4 36.2
20. ED Nurse Determines/Decides Whether
Patient Will Go Home Based on
Provider Orders
4
SXM1 Task 1: Current-State Workflow Analysis
V:02-13-2022EH
21. Patient Patient Discharged Home 3
22. Patient Patient Admitted to Hospital 1
**## wgu-performance-assessment-course-3-20263.pdf**
SXM2 — SXM2 TASK 1: CURRENT-STATE WORKFLOW
ANALYSIS
DATA MODELING AND DATABASE MANAGEMENT SYSTEMS — C792
PRFA — SXM2
COMPETENCIES
7049.1.4 : Informatics Projects
The graduate designs clinically relevant and user-focused informatics projects using informatics systems
theory, information processing theory, and national taxonomies to support safe, high quality patient
outcomes.
INTRODUCTION
A workflow chart is used to diagram any repeated process that contributes to the work of an
organization. This could include admitting or discharging a patient, administering medication, conducting
provider office visits, or scheduling appointments. Analyzing these charts can help you improve processes
in health care by identifying the causes in a process failure. When implementing a health information
system, it is important to analyze a variety of workflows using both current-state data (before
implementation) and future-state data (post implementation). These workflows form the basis for
improving efficiencies and productivity.
In this task, you will showcase your ability to diagram and analyze a current-state data workflow using
standard diagramming techniques. To create your workflow analysis, you will need to use a diagramming
application/digital drawing tool. Instructions for creating your free Lucidchart account are provided in the
Supporting Documents below. If you are using a different diagramming application/digital drawing tool,
you will need to find and use instructions for the tool you select. For additional information on completing
a workflow analysis, visit the “Workflow Analysis Resource” web link.
SCENARIO
You are a nurse informatics specialist at a regional medical center where there has been a continual
throughput problem in the emergency department (ED). The average arrival-to-departure time for
admitted patients is 527 minutes; the average arrival-to-departure time for discharged patients is 295
minutes; the door-to-diagnostic-evaluation time is 171 minutes; and the left without being seen (LWBS)
Preparation Task Overview Submissions Evaluation Report
rate is 8.7 percent. Your organization is considering a system redesign that may improve the situation in
the ED; however, this redesign requires a workflow analysis to identify current bottlenecks and
inefficiencies.
For this assessment, you will use system-generated time data that have been aggregated and presented
as mean times for major steps in the workflow process. These mean times are specifically for patients
triaged as ESI Level 3, meaning patients designated as “urgent stable.” For more information on
emergency severity index (ESI) levels, please visit the “ESI Levels” link in the web links section.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker.
Students are strongly encouraged to wait for the similarity report to generate after uploading their work
and then review it to ensure Academic Authenticity guidelines are met before submitting the file for
evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most
performance assessments before a student submits work for evaluation. Students are strongly
encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as
the overall submission will not pass without this aspect passing. See Use Grammarly for Education
Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified
in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google
Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should
be collected in a pdf file and submitted separately from the main file. For more information, please
see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Using the mean times from the “Workflow Observations on ESI Level 3 Patients” attachment, create a
basic or cross-functional workflow diagram in LucidChart (or a diagramming tool of your choice) and
include an interpretation of the diagram in a caption or on a separate page.
A. Diagram a detailed flowchart of the mean times in the “Workflow Observations on ESI Level 3
Patients” attachment using standard flowchart symbols. Ensure your diagram meets the following
criteria:
• Apply appropriate shapes for each workflow step.
• Connect shapes using dynamic or auto connectors.
[https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252)
[https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276)
[https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)
• Label each connector with the number of patients and the mean time between steps (e.g., N = 5, M
= 21.4 minutes).
• When the workflow shape indicates a decision, diagram the options and flow changes that this
decision generates.
• If you use a cross-functional diagram, include ED worker type swim lanes to designate steps in the
process performed by the ED worker.
Note: Submit your workflow analysis in PDF format. Make sure to save it in both the original and PDF
formats in case edits are needed.
B. Explain each aspect of the flowchart for hospital administrators and other stakeholders in a caption or
on a separate page.
1. Identify three of the weakest areas of flow (i.e., bottlenecks or inefficiencies) and explain how you
would improve one of the weak areas reduce throughput time.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv,
asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:WORKFLOW ANALYSIS
NOT EVIDENT
A workflow analysis is not pro-
vided.
APPROACHING COMPE-
TENCE
The current-state workflow
analysis is not adequately de-
tailed or does not correctly use
shapes and connectors. The
diagram incorrectly identifies
the start and end points or
does not use appropriate se-
quences and loops to depict
the flow of data.
COMPETENT
The current-state workflow
analysis is correctly formatted
and includes all appropriate
shapes and connectors. The dia-
gram correctly identifies the
start and end points and uses
appropriate sequences and
loops to depict the flow of data.
[https://lrps.wgu.edu/provision/428819404](https://lrps.wgu.edu/provision/428819404)
B:FLOWCHART ASPECTS
B1:WEAK AREAS
C:SOURCES
D:PROFESSIONAL COMMUNICATION
NOT EVIDENT
An explanation of each aspect
is not provided.
APPROACHING COMPE-
TENCE
The explanation does not in-
clude each aspect of the flow-
chart. The explanation is un-
clear, illogical, or would not be
understood by a stakeholder.
COMPETENT
The explanation includes each
aspect of the flowchart, is clear
and logical, and would be under-
stood by a stakeholder.
NOT EVIDENT
The submission does not iden-
tify 3 weak areas of flow and
does not address the weak area
of flow.
APPROACHING COMPE-
TENCE
The submission inaccurately
identifies 3 of the weakest ar-
eas of flow or recommends im-
provements for 1 of the weak
areas but the improvements
are inappropriate or would not
plausibly reduce throughput
time.
COMPETENT
The submission accurately iden-
tifies 3 of the weakest areas of
flow and recommends appropri-
ate improvements for 1 of the
weak areas to reduce through-
put time.
NOT EVIDENT
The submission does not in-
clude both in-text citations and
a reference list for sources that
are quoted, paraphrased, or
summarized.
APPROACHING COMPE-
TENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or sum-
marized and a reference list;
however, the citations or refer-
ence list is incomplete or inac-
curate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased,
or summarized and a reference
list that accurately identifies the
author, date, title, and source
location as available.
NOT EVIDENT
This submission includes per-
vasive errors in professional
communication related to
APPROACHING COMPE-
TENCE
This submission includes sub-
stantial errors in professional
COMPETENT
This submission includes satis-
factory use of grammar, sen-
tence fluency, contextual spell-
[https://lrps.wgu.edu/provision/71484321](https://lrps.wgu.edu/provision/71484321)
[https://lrps.wgu.edu/provision/27641407](https://lrps.wgu.edu/provision/27641407)
WEB LINKS
Workflow Analysis Reference
SUPPORTING DOCUMENTS
SXM2 Workflow Reflection Template.docx
LucidChart Access Instructions.docx
Workflow of ESI Level 3 Patients.docx
grammar, sentence fluency,
contextual spelling, or punctua-
tion, negatively impacting the
professional quality and clarity
of the writing. Specific errors
have been identified by Gram-
marly for Education under the
Correctness category.
communication related to
grammar, sentence fluency,
contextual spelling, or punctua-
tion. Specific errors have been
identified by Grammarly for
Education under the Correct-
ness category.
ing, and punctuation, which pro-
mote accurate interpretation
and understanding.
[https://lrps.wgu.edu/provision/176542275](https://lrps.wgu.edu/provision/176542275)