NUR 409 Module 3 Performance Gap Activity Example

Reviewed by Delia Ravenscroft, MSN, RN

This NUR 409 Module 3 performance gap activity sample compares current performance with a target on one measure, breaks the gap into its causes and writes an aim statement the unit can test against. It completes the Module 3 activity in SNHU NUR 409, Strategies for Quality Improvement in Healthcare, the RN to BSN course known in the catalog as NUR-409. On a composite 30-bed medical unit, an eight-week audit found that 71% of first time-critical medication doses after emergency department transfer were given within 30 minutes of their due time, against a target of 95%. The activity describes the current and desired states, sizes the gap in doses and minutes, sorts 35 late doses by cause into a Pareto table, explains which causes the unit can control, and ends with a specific, time-bound aim that sets up the Project One analysis.

CourseNUR 409 Strategies for Quality Improvement in Healthcare
ModuleModule 3
Paper typePerformance gap analysis
LengthAbout 1,050 words, 6 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramRN to BSN
UpdatedSeptember 2026

Free sample paper for NUR 409 Module 3

1

Performance Gap Activity: Time-Critical First Doses After Emergency Department Transfer on 5 East

[Student Name]

Southern New Hampshire University

NUR 409: Strategies for Quality Improvement in Healthcare

Module Three Performance Gap Activity

[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.

What this page is doingThe title names the activity, the measure and the unit plainly, which is what an internal quality document would do.
2

Performance Gap Activity: Time-Critical First Doses After Emergency Department Transfer on 5 East

A performance gap is the distance between what a unit is doing and what it should be doing, measured the same way at both ends. This activity measures that distance for the lead process measure defined in Module 2: the share of first time-critical doses that arrive on time, meaning inside a half-hour window, after patients move from the emergency department to 5 East, a composite medical unit. The audit shows a gap of 24 percentage points, and nearly two thirds of the late doses trace to two causes that the unit and its partners can change: missing last-dose times at handoff and medications not yet available when the dose is due. All data in this activity are composite figures.

What this page is doingThe introduction defines a performance gap, restates the measure precisely and gives the key finding up front, as a quality report would.
3

Current State

Over eight weeks, the unit's quality champion reviewed every patient admitted from the emergency department who had at least one designated time-critical medication ordered, following the hospital's list built from national guidance (Institute for Safe Medication Practices, 2011). The audit identified 120 first doses due on the unit. Of these, 85 reached the patient no more than half an hour from the time set by the downstairs dose, a rate of 71%. Among the 35 late doses, the median delay was 95 minutes, and 9 were more than three hours late. Two doses were duplicated, given on the unit after already being given downstairs, which the balancing measure captured. Performance was lower for patients who arrived on the night shift (63%) than for daytime arrivals (78%).

What this page is doingThe current state is described with counts, a rate, a delay distribution, a balancing result and a shift breakdown. That level of detail is what distinguishes an exemplary gap activity.
4

Desired State

The desired state is that at least 95% of first time-critical doses after transfer are given within 30 minutes of their due time, with no duplicated doses. The 95% target follows the national guidance's half-hour window for this class of drugs, while allowing for rare situations, such as a patient off the unit for imaging, in which a short delay is unavoidable and documented. The desired state also includes a process feature: every transfer handoff records the time of the last dose of each time-critical medication.

What this page is doingThe target is justified by guidance and made realistic, and the desired state includes a process element that the causes will link back to.
5

Sizing the Gap

The gap is 24 percentage points. In practical terms, at the audit's volume of about 15 eligible first doses a week, reaching 95% would mean roughly 3 or 4 fewer late doses every week, or about 180 fewer late time-critical doses a year on one unit. Measured in time, the 35 late doses in the audit represented more than 60 hours of cumulative delay. The gap is larger at night, which suggests that any solution must work when staffing, pharmacy coverage and senior support are thinnest.

What this page is doingConverting a percentage gap into doses and hours makes it meaningful to staff and leaders. The night-shift observation shapes later strategy.
6

Causes of the Gap

The quality champion reviewed each late dose and asked the nurses involved what happened. Table 1 groups the 35 late doses by primary cause.

Table 1

Primary Causes of Late First Time-Critical Doses After Transfer, 8-Week Audit

Primary causeLate dosesPercent of late dosesCumulative percent
Last-dose time missing or unclear at handoff1440%40%
Medication not available on unit when due926%66%
Patient arrived during medication pass; nurse unable to give on time720%86%
Schedule restarted at standard unit times411%97%
Other (patient off unit)13%100%

Note. Composite data. Each late dose was assigned one primary cause after chart review and a brief interview with the nurse involved.

What this page is doingA Pareto-style table ranks causes and shows cumulative impact, which directs attention to the causes that matter most.
7

Which Causes the Unit Can Change

The two leading causes account for 66% of late doses, and both are system issues rather than individual failings. Missing last-dose times reflect a handoff that does not require them. Structured handoff programs can reduce errors. When nine children's hospitals introduced a standardized handoff program for resident physicians, the error rate per 100 admissions went from 24.5 before the program to 18.8 after it, and preventable adverse events went from 4.7 to 3.3 (Starmer et al., 2014). That study involved physician handoffs, not nurse-to-nurse transfers, but it supports adding required elements to the transfer handoff. Medication availability depends on pharmacy verification and cabinet stocking, which the unit cannot fix alone but can raise with pharmacy. The third cause, arrival during the medication pass, is a workload issue that a better handoff alone will not solve; it may need a rule that the receiving charge nurse assigns any time-critical dose due within an hour of arrival to a nurse who is free. The fourth cause, schedules restarted at unit times, is a pharmacy and order-entry issue.

What this page is doingCauses are classified by who can change them, and evidence is applied with its limits stated. This analysis tells the reader where improvement should start.
8

What the Audit Cannot Show

The audit has limits the team should keep in mind. Eight weeks is a short window, and 120 doses is a modest sample, so the night-shift difference could narrow or widen with more data. Assigning one primary cause to each late dose simplifies events that often had several contributing factors; a missing last-dose time and a busy medication pass may both have played a part in the same delay. Interviews took place days after some events, when memories were less precise. Finally, the audit relied on documented administration times, which may not match the moment a dose was actually given. None of these limits changes the size of the gap enough to alter the priorities, but they are a reason to keep measuring weekly rather than treating this snapshot as the final word.

The audit also points to stakeholders who must be part of any fix: the emergency department nurses who give report, the pharmacists who verify orders and stock cabinets, the charge nurses who assign admissions and the unit nurses who receive them.

What this page is doingNaming the audit's limits and the stakeholders it implicates shows analytical honesty and prepares the ground for Project One and Project Two.
9

Aim Statement

Improvement science recommends a clear aim that states what will improve, by how much and by when, before any change is tested (Langley et al., 2009). The aim for 5 East is: within six months, raise the on-time rate for first time-critical doses after emergency department transfer from 71% to 95%, with no duplicated doses, including for patients who arrive at night. The team will pursue this aim through changes to the handoff, medication availability and receiving-nurse assignment, tested one at a time.

What this page is doingThe aim is specific, measurable, time-bound and includes the balancing and equity elements identified earlier. This is the standard graders use for aim statements.
10

Conclusion

5 East gives about seven in ten first time-critical doses on time after transfer, well short of the 95% target. The gap is larger at night, and two system causes, missing last-dose times at handoff and unavailable medications, explain two thirds of it. With the gap sized and its causes ranked, the next step is a closer look at a single delayed dose through root cause analysis in Project One, to understand how these causes combine in a real event.

What this page is doingThe conclusion summarizes the gap and causes and connects to Project One, maintaining the course sequence.
11

References

Institute for Safe Medication Practices. (2011). ISMP acute care guidelines for timely administration of scheduled medications. https://www.ismp.org/sites/default/files/attachments/2018-02/tasm.pdf

Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Jossey-Bass.

Starmer, A. J., Spector, N. D., Srivastava, R., West, D. C., Rosenbluth, G., Allen, A. D., Noble, E. L., Tse, L. L., Dalal, A. K., Keohane, C. A., Lipsitz, S. R., Rothschild, J. M., Wien, M. F., Yoon, C. S., Zigmont, K. R., Wilson, K. M., O'Toole, J. K., Solan, L. G., Aylor, M., . . . Landrigan, C. P. (2014). Changes in medical errors after implementation of a handoff program. The New England Journal of Medicine, 371(19), 1803-1812. https://doi.org/10.1056/NEJMsa1405556

What the NUR 409 Module 3 instructions ask for

The Module 3 performance gap activity in NUR 409 asks you to compare current performance on a quality measure with a desired level and to analyze the difference. Typical instructions ask you to describe the current state with data, define the desired state or benchmark and justify it, calculate or describe the gap, identify contributing factors and explain which are within the organization's control, and sometimes write an aim statement. Some sections provide a worksheet or template, while others want a short paper with a table. Length is usually two to four pages. Using the measure from your Module 2 paper keeps the course sequence consistent and makes the gap easy to define precisely.

How this NUR 409 Module 3 performance gap activity example is built

This example uses an eight-week audit of first time-critical doses after emergency department transfer on a composite medical unit. The current state reports 120 doses, a 71% on-time rate, the median delay among late doses, duplicated doses and a lower night-shift rate. The desired state sets a 95% target tied to national guidance. The gap is sized in percentage points, weekly doses and hours of delay. A Pareto-style table ranks five causes, and a section sorts them by who can change them, supported by a handoff study with its limits noted. The activity ends with a specific, time-bound aim statement. All data are composite figures.

Where the NUR 409 Module 3 rubric puts the points

Grading for the performance gap activity usually focuses on how clearly the current state is described with data, how the desired state or benchmark is justified, how accurately the gap is identified, how thoroughly contributing factors are analyzed and how well the work is written and formatted. Graders look for numbers on both sides of the gap measured the same way. The factors criterion rewards causes grounded in the data and sorted by what can be changed. An aim statement that is specific, measurable and time-bound, when required, often earns full credit on its own. Clear tables help the grader follow the analysis quickly, and a short narrative should explain each one.

NUR 409 Module 3 help: the mistakes that cost points

The most common problem in this activity is a gap described in words, such as compliance is low, without numbers measured the same way at both ends. Another is a benchmark pulled from nowhere, with no source or rationale. Some students list causes from general knowledge rather than from their own data or observations. Others blame individuals, which misses the system focus of the course. Measure the current state carefully, justify the target, express the gap in more than one way, rank the causes you actually found and finish with an aim that names what, how much and by when. Keep the tone neutral, since staff will read it.

Get NUR 409 Module 3 written to your instructions

Share your Module 2 measure, whatever current data you have and the gap activity template or rubric. A gap analysis sized in numbers, with causes ranked and an aim statement, is ready in 24 to 48 hours, and the first sample is free. 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 NUR 409 papers and related RN to BSN samples

NUR 409 Module 3 questions, answered

Where can I find a free NUR 409 Module 3 performance gap activity sample?

The complete activity on this page is free to read: first time-critical doses after emergency department transfer at 71% against a 95% target, with current and desired states, the gap sized three ways, a ranked cause table, an aim statement and three references. Custom versions can be requested.

What is a performance gap in NUR 409?

The difference between current performance and a desired level on the same measure, such as 71% of doses on time against a target of 95%. A good gap analysis also explains why the difference exists.

Where do I get a benchmark for the desired state?

From national guidance, regulatory standards, published benchmarks or your organization's own goals. Explain why the target fits your setting, and use a real source for any external benchmark.

How do I identify causes of a performance gap?

Review the cases that fell short, ask the people involved what happened and group the results. A Pareto table that ranks causes by frequency shows where to focus first.

What is an aim statement?

A single sentence that states what will improve, by how much, by when and for whom, such as increasing on-time doses from 71% to 95% within six months.