| Course | IHP 604 Healthcare Quality and Improvement |
|---|---|
| Module | Module 9 |
| Paper type | graduate final quality improvement report |
| Length | About 1,070 words, 6 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | MS Healthcare Administration |
| Updated | September 2026 |
Free sample paper for IHP 604 Module 9
Final Report: Improving Diabetes Control Across Crestline Medical Group
[Student Name]
Southern New Hampshire University
IHP 604: Healthcare Quality and Improvement
Module Nine Final Project
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Final Report: Improving Diabetes Control Across Crestline Medical Group
This report describes a twelve-month effort to improve diabetes control at Crestline Medical Group. It is written for the group's physician owners and quality committee and is organized so that another organization could understand what was done, why, with what results and under what conditions.
How the Report Is Organized
Ogrinc et al. (2016) published SQUIRE 2.0, revised guidelines for reporting quality improvement work, developed through a consensus process. SQUIRE asks a report to explain what was already known, why the chosen changes were expected to help, where the work happened and what exactly was done, then how effects were judged, what happened, including surprises, and what it all means. This report follows that structure in condensed form.
Problem and Available Knowledge
At baseline, 31% of Crestline's roughly 14,200 adults with diabetes had an A1c above 9% or no test in a year, a level unchanged for three years. Clinic rates ranged from 19% to 44%, and Spanish-speaking patients' rate was 39% against 29% for English speakers. Tricco et al. (2012) had shown across a large set of trials that diabetes quality improvement strategies lower A1c, with team changes and case management among the most effective and larger effects in patients with poorer starting control, which made Crestline's population a promising target.
Aim and Rationale
The aim was to reduce the poor-control rate from 31% to 24% in eighteen months, narrow the language gap to 4 points or less and avoid any increase in hypoglycemia visits. The rationale linked each intervention to a verified cause: long gaps after high results, slow medication changes, missing tests and language barriers.
Context
Crestline is a physician-owned group with 18 primary care clinics, three care managers at baseline and no dedicated improvement staff. About a third of revenue comes from contracts tied to quality measures, including a health plan bonus for diabetes control. Leadership support was strong at the group level, but clinic leadership, physician engagement and staffing varied widely.
Interventions
Four changes were introduced after testing at two pilot clinics: nurse outreach by text and call within 14 days of an A1c above 9%; a physician-approved protocol letting nurses and a pharmacist adjust diabetes medicines; standing A1c orders at any visit when the last test was over six months old; and bilingual self-management classes held in the evening. Clinics also received monthly feedback on their own control charts with targets and action plans. Changes spread to the remaining clinics in waves of four.
How the Interventions Were Tested
Each change was first tested at Eastside through linked Plan-Do-Study-Act cycles, starting with five patients or one clinician and growing only after a prediction held. The first outreach test failed because of wrong phone numbers, which led to verifying numbers at check-in. The titration protocol revealed that patients could not afford some drugs, which brought a pharmacist into the process. The Spanish classes moved to evenings with childcare after attendance fell. These adaptations, not the original designs, are what spread to the other clinics.
Study of the Interventions and Measures
Effects were studied through time-series analysis. Mohammed et al. (2008) explain that control chart limits should come from a stable baseline and that the chart type must match the data. Crestline used p charts for monthly proportions, with limits from eighteen baseline months, and a c chart for monthly hypoglycemia counts. Process measures, outreach timing and prompt medication changes, were charted weekly during each wave's first three months.
Results
After twelve months, the group-level poor-control rate had fallen from 31% to 26%, with the last seven monthly points below the baseline lower limit, a clear special-cause shift. The pilot clinic Eastside reached 27%. Contact within 14 days rose from 29% to 78% group-wide, and intensification within 90 days from 38% to 66%. The rate for Spanish-speaking patients fell from 39% to 31%, narrowing the language gap from 10 points to 5. Monthly hypoglycemia visits stayed within control limits.
Table 1. Key Measures at Baseline and Twelve Months
| Measure | Baseline | Twelve months | Signal |
|---|---|---|---|
| A1c above 9% or missing (group) | 31% | 26% | Special-cause shift |
| Spanish-speaking patients | 39% | 31% | Special-cause shift |
| English-speaking patients | 29% | 26% | Special-cause shift |
| Contact within 14 days | 29% | 78% | Shift |
| Intensified within 90 days | 38% | 66% | Shift |
| Hypoglycemia visits per month | 6.2 average | 5.8 average | No signal |
Note. Composite registry data; the aim period runs to eighteen months.
Unintended Consequences
Two unplanned effects appeared. Nurse workload rose sharply in clinics that joined early before the new care managers were hired, and two nurses asked to leave the outreach role. Positively, standing orders also raised kidney screening rates, since staff began ordering urine albumin tests alongside A1c.
Costs
The effort cost about $340,000 in its first year, mostly salaries for two new nurse care managers plus a share of one pharmacist. Crestline earned $1.4 million of the possible $2.2 million health plan bonus in the same year, having crossed the improvement threshold the plan agreed to add. Savings from avoided complications are not yet measurable.
Why Progress Varied
Six clinics reached 24% or below; four barely moved. Kaplan et al. (2010) identified contextual factors associated with improvement success, among them senior leadership, a supportive culture, physician involvement and data capability. The four slow clinics shared weak physician participation in huddles and at least one staffing vacancy during their wave. The interventions were the same; the conditions for using them were not.
Interpretation and Limitations
The shift is consistent with the interventions working, given its timing, the process measure changes and the absence of other major changes. The design, however, cannot rule out all other explanations, and part of the fall reflects more testing rather than better control; about 40% of the improvement came from closing missing tests. Twelve months is short, and the eighteen-month aim has not yet been reached.
Sustaining the Gains
Outreach, titration and standing orders are now written into clinic policies and the care manager job description. The three new care manager positions are funded in next year's budget. Monthly control charts will continue at every clinic, and the quality committee will review the four slow clinics quarterly, pairing each with a high-performing peer.
Conclusion
In twelve months, Crestline moved from a stable 31% to 26% poor diabetes control, narrowed its language gap by half and avoided harm, using interventions chosen from evidence, tested on a small scale and spread in waves. Reaching the 24% aim will depend less on new ideas than on giving the slowest clinics the leadership and staffing the others had.
References
Kaplan, H. C., Brady, P. W., Dritz, M. C., Hooper, D. K., Linam, W. M., Froehle, C. M., & Margolis, P. (2010). The influence of context on quality improvement success in health care: A systematic review of the literature. The Milbank Quarterly, 88(4), 500-559. https://doi.org/10.1111/j.1468-0009.2010.00611.x
Mohammed, M. A., Worthington, P., & Woodall, W. H. (2008). Plotting basic control charts: Tutorial notes for healthcare practitioners. Quality and Safety in Health Care, 17(2), 137-145. https://doi.org/10.1136/qshc.2004.012047
Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2016). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised publication guidelines from a detailed consensus process. BMJ Quality & Safety, 25(12), 986-992. https://doi.org/10.1136/bmjqs-2015-004411
Tricco, A. C., Ivers, N. M., Grimshaw, J. M., Moher, D., Turner, L., Galipeau, J., Halperin, I., Vachon, B., Ramsay, T., Manns, B., Tonelli, M., & Shojania, K. (2012). Effectiveness of quality improvement strategies on the management of diabetes: A systematic review and meta-analysis. The Lancet, 379(9833), 2252-2261. https://doi.org/10.1016/S0140-6736(12)60480-2
What the IHP 604 Module 9 instructions ask for
The IHP 604 Final Project usually asks for a complete quality improvement report or proposal that brings your milestones together: the problem and evidence, aim, context, interventions, methods of measurement, results or expected results, unintended effects, interpretation and sustainment. Most submissions run eight to twelve APA 7 pages. A recognized reporting guideline such as SQUIRE 2.0 gives the report a clear structure. Present data over time, report balancing measures, explain variation among sites and be honest about what the design can and cannot show. IHP 604 graders notice clean headings in IHP 604 papers. IHP 604 names and dates need checking before IHP 604 submission. IHP 604 prompts vary by term, so recheck IHP 604 directions.
How this IHP 604 Module 9 final project example is built
This report pulls together a composite medical group's diabetes improvement effort using the SQUIRE 2.0 structure from Ogrinc and colleagues. Tricco and colleagues' meta-analysis supports the interventions, and Mohammed, Worthington and Woodall guide the control chart methods. A results table shows the group falling from 31% to 26% with a narrowing language gap and no signal of harm. Unintended effects are reported, Kaplan and colleagues' review of context explains why four clinics lagged and a sustainment plan closes the report. IHP 604 students can reuse this structure for IHP 604 work. IHP 604 claims here trace to cited IHP 604 sources. IHP 604 readers can adapt each section to IHP 604 data.
Where the IHP 604 Module 9 rubric puts the points
Final quality improvement reports in IHP 604 are generally judged on a clear problem and aim, interventions grounded in evidence, a well-described context, sound measurement over time, accurate results including balancing and unintended effects, thoughtful interpretation of variation, honest limitations, a sustainment plan, integration of milestone feedback, scholarly support and APA 7. The strongest reports follow a recognized guideline and explain how much of any change reflects real improvement. Reports lose points for before-and-after averages, missing context or success claims that outrun the data. IHP 604 marks favor careful formatting across IHP 604 sections. IHP 604 citations keep every IHP 604 argument credible. IHP 604 instructors weigh evidence heavily in IHP 604 grading.
IHP 604 Module 9 help: the mistakes that cost points
Final reports in this course often fall short because results are shown as two averages rather than over time, because unintended effects are left out and because the report never explains why some sites improved more than others. Another frequent gap is no plan for sustaining gains. Use a reporting guideline, chart results, report balancing measures and surprises, explain variation with context and describe how changes will last. Bring your three milestones, the comments on them and the IHP 604 grading guide so the report tracks your real work. IHP 604 drafts start well from a IHP 604 outline. IHP 604 feedback already received guides IHP 604 revisions. IHP 604 rubrics posted in Brightspace clarify IHP 604 expectations.
Get IHP 604 Module 9 written to your instructions
Hand over the IHP 604 capstone directions, your earlier milestones and any grader notes. You get back a report that follows SQUIRE 2.0, ground interventions in evidence, present results over time with balancing measures, explain site variation and plan sustainment, within 24 to 48 hours, free the first time. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
More IHP 604 papers and related MS Healthcare Administration samples
- IHP 604 Module 1 Discussion: What Quality Means and How Far Care Falls Short
- IHP 604 Module 2 Measurement Paper: Measuring Diabetes Care for Improvement Rather Than Judgment
- IHP 604 Module 3 Milestone One: Framing Poor Diabetes Control as a Quality Problem
- IHP 604 Module 4 Improvement Methods Paper: Lean, Six Sigma and the Model for Improvement Compared
- IHP 604 Module 5 Discussion: Whether Paying for Performance and Public Reporting Improve Care
- IHP 604 Module 6 Milestone Two: Choosing Interventions From the Evidence on Diabetes Quality Improvement
- IHP 604 Module 7 Data Analysis Paper: Reading A1c Results on Control Charts
- IHP 604 Module 8 Milestone Three: PDSA Results and a Plan to Spread What Worked
- IHP 510 Module 4 Message Design Paper: Targeted and Tailored Screening Messages
- IHP 600 Module 4 Stakeholder Analysis Paper: Mapping Interest and Influence Around a Staffing Decision
- IHP 505 Module 7 Milestone Three: An Implementation Plan with Huddles and Small Tests
- IHP 515 Module 8 Outbreak Investigation Paper: Investigating a Salmonella Cluster After a Spring Festival
IHP 604 Module 9 questions, answered
Where can I find a free IHP 604 Module 9 Final Project sample?
IHP 604 Module 9 is written out here in full as a quality improvement report on diabetes control, organized with SQUIRE 2.0 and control charts.
What is SQUIRE 2.0?
A consensus checklist for writing up improvement projects so readers can see what was changed, where, why and with what effect.
Should the final report include unintended effects?
Yes; reporting unexpected harms and benefits is part of honest improvement reporting and is often credited.
How do I show results in the final project?
Display measures over time on run or control charts with a baseline, rather than comparing a single before and after value.
What if I did not reach my aim?
Report progress honestly, explain what limited it and describe what would be needed to reach the aim.