NUR 409 Module 4 Project One Quality Analysis Example

Reviewed by Delia Ravenscroft, MSN, RN

This NUR 409 Module 4 Project One sample is a complete quality analysis of one safety event, carried out as a root cause analysis with a timeline, a cause-and-effect diagram and an action plan ranked by strength. It answers the Project One brief in SNHU NUR 409, Strategies for Quality Improvement in Healthcare, an RN to BSN course with the catalog code NUR-409. The composite event is an intravenous antibiotic given two hours and forty-five minutes late to a patient with cellulitis after transfer from the emergency department to a medical unit during the evening medication pass. The analysis reconstructs what happened minute by minute, groups contributing factors into categories, identifies three root causes in the system rather than in the nurse, and chooses actions from the stronger end of the action hierarchy because published reviews show that most root cause analyses settle for training and policy reminders.

CourseNUR 409 Strategies for Quality Improvement in Healthcare
ModuleModule 4
Paper typeQuality and safety event analysis (root cause analysis)
LengthAbout 1,070 words, 6 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramRN to BSN
UpdatedSeptember 2026

Free sample paper for NUR 409 Module 4

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Project One: Root Cause Analysis of a Delayed Antibiotic Dose After Emergency Department Transfer

[Student Name]

Southern New Hampshire University

NUR 409: Strategies for Quality Improvement in Healthcare

Project One

[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 method and the event precisely. In a quality course, a plain descriptive title is appropriate because it reads like the internal report it models.
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Project One: Root Cause Analysis of a Delayed Antibiotic Dose After Emergency Department Transfer

The performance gap activity showed that about three in ten time-critical first doses on 5 East, a composite medical unit, arrive late after emergency department transfer. Aggregate data show the pattern; a single event shows how the causes combine. This Project One analysis examines one such event using the root cause analysis and action approach known as RCA2, which emphasizes finding system causes and choosing actions strong enough to prevent recurrence (National Patient Safety Foundation, 2015). The analysis finds three root causes, none of them the nurse's attention, and recommends two stronger actions that change the handoff and the medication schedule so the next dose can no longer fall between departments. The patient, staff and figures are composites.

What this page is doingThe introduction links Project One to the gap activity, names the method and states findings that avoid individual blame, which is the core expectation.
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The Event

Mr. H., a composite 64-year-old man with type 2 diabetes, came to the emergency department with cellulitis of the lower leg. At 1:10 p.m., he received his first dose of intravenous cefazolin, ordered every 8 hours, so his next dose was due at 9:10 p.m. The hospital's list of time-critical medications, built from national guidance on timely administration (Institute for Safe Medication Practices, 2011), includes scheduled intravenous antibiotics for active infection, so this dose was expected within 30 minutes of 9:10. He waited for a bed for several hours and arrived on 5 East at 7:40 p.m., during the evening medication pass. The emergency nurse's handoff listed his medications as given but did not include the time of the cefazolin dose. The admitting orders created a new schedule starting at the unit's standard 10:00 p.m. time. At 10:00 p.m., the receiving nurse found that cefazolin was not in the unit's automated dispensing cabinet, because pharmacy had not yet verified the new orders, and paged pharmacy. The dose arrived and was given at 11:55 p.m., 2 hours and 45 minutes after it was due. Mr. H. was not harmed, but his fever persisted overnight, and the delay was reported the next morning.

What this page is doingThe event is told as a factual timeline with clock times, which is how an RCA begins. The note that no harm occurred is stated plainly without minimizing the event.
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The Team and Method

The review team included the unit's clinical nurse specialist as facilitator, a staff nurse from 5 East, an emergency department nurse, a pharmacist, an informatics nurse and a patient safety officer. The nurses directly involved were interviewed but were not team members, following RCA2 guidance that reviews should focus on systems and be conducted in a way that does not assign blame. The team built a detailed timeline from the medication record, the dispensing cabinet log and the handoff note, then walked the process on both units during an evening medication pass to see the conditions firsthand.

What this page is doingTeam composition includes both departments and pharmacy, and the approach protects the individuals involved. Graders look for an interprofessional, nonpunitive method.
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Contributing Factors

The team grouped contributing factors into a cause-and-effect diagram with six categories. Table 1 summarizes the most important factors.

Table 1

Contributing Factors to the Delayed Cefazolin Dose, by Category

CategoryContributing factor
CommunicationHandoff template does not require last-dose times; the time was not given verbally either
TechnologyOrder entry restarts the schedule at unit standard times instead of from the last administration
ProcessPharmacy verifies new admission orders in arrival order, not by time-critical priority
Equipment and supplyCefazolin not stocked in the unit cabinet; first doses require pharmacy dispensing
People and workloadPatient arrived during the medication pass with four other patients' medications due
Environment and policyNo policy assigns responsibility for the next time-critical dose during transfer

Note. Composite event. Categories follow a standard cause-and-effect (fishbone) structure.

What this page is doingA table version of the fishbone makes the categories readable in an APA paper, and every factor is a system condition rather than a personal failing.
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Root Causes

The team asked, for each factor, whether removing it would have prevented or significantly reduced the delay. Three root causes met that test. First, no step in the transfer process requires the last administration time of time-critical medications to travel with the patient; the unit nurse had no reliable way to know the dose was due at 9:10. Second, the order-entry system builds the new schedule from unit standard times rather than from the last documented dose, so the record itself pointed to the wrong time. Third, pharmacy verification and cabinet stocking do not prioritize time-critical first doses, so even a nurse who knew the correct time might not have had the drug. The workload of the medication pass contributed but was not a root cause, because a nurse who knew the dose was due and had the drug available could have delegated or reprioritized.

What this page is doingRoot causes are tested against a clear criterion and the analysis explains why workload was classified as contributing rather than root. That reasoning shows analytical depth.
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Actions, Ranked by Strength

RCA2 guidance ranks actions from stronger to weaker, favoring changes to the system, such as forcing functions, standardization and simplification, over weaker actions, such as training, warnings and new policies (National Patient Safety Foundation, 2015). Reviews of real root cause analyses show why this matters. Kellogg et al. (2017) examined 302 analyses from one health system and found that the most common proposed solutions were training, process changes and policy reinforcement, weaker actions less likely to prevent recurrence, and that several event types recurred despite repeated analyses.

The team therefore recommends two stronger actions and one intermediate action. The first, a forcing function, adds a required field to the electronic transfer handoff for the last administration time of each time-critical medication; the handoff cannot be completed without it. The second, a standardization change in order entry, sets the first unit dose of a time-critical medication automatically from the last emergency department administration, with pharmacist review. The intermediate action stocks the ten most common time-critical first doses, including cefazolin, in the unit cabinet with pharmacist-approved override access for first doses. Education about the new process will accompany these changes but is not relied on as the fix.

What this page is doingActions are selected explicitly by strength, supported by guidance and by evidence that weak actions dominate real RCAs. This is the section that most separates strong Project One papers.
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Measuring the Effect

Each action has a measure. The handoff change will be tracked by the percentage of transfers with last-dose times completed, the scheduling change by the percentage of first time-critical doses scheduled from the last emergency department dose, and the stocking change by the number of first doses delayed because a drug was unavailable. The outcome that ties them together is the unit's lead process measure for timely first doses after transfer, reported weekly on the run chart against the aim of 95% within six months.

What this page is doingMeasures are matched to each action and to the overall aim from the gap activity, which links Project One to the rest of the course.
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Conclusion

Mr. H.'s antibiotic was late because three systems failed together: a handoff that did not carry the dose time, a schedule that pointed to the wrong hour and a supply process that did not treat the first dose as urgent. A root cause analysis that stopped at the busy nurse would have produced a reminder to be careful. By tracing the event to its system causes and choosing stronger actions, this analysis sets up changes that would have protected Mr. H. even on a night when everyone was busy.

What this page is doingThe conclusion contrasts weak and strong responses and ends on the principle of designing for bad days, which captures the course's safety philosophy.
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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

Kellogg, K. M., Hettinger, Z., Shah, M., Wears, R. L., Sellers, C. R., Squires, M., & Fairbanks, R. J. (2017). Our current approach to root cause analysis: Is it contributing to our failure to improve patient safety? BMJ Quality & Safety, 26(5), 381-387. https://doi.org/10.1136/bmjqs-2016-005991

National Patient Safety Foundation. (2015). RCA2: Improving root cause analyses and actions to prevent harm. https://www.ihi.org/resources/tools/rca2-improving-root-cause-analyses-and-actions-prevent-harm

What the NUR 409 Module 4 instructions ask for

Project One in NUR 409 usually asks you to analyze a quality or safety event or problem from practice. Many versions call for a root cause analysis: describe the event, form or describe the review team, build a timeline, identify contributing factors, often with a fishbone diagram, determine root causes, recommend actions and propose measures. Some sections instead ask for a broader quality problem analysis using data. The paper typically runs four to five pages, formatted in APA 7, and graders expect an event described with enough detail to analyze but with all identifying information removed. Choosing an event connected to your earlier modules lets you reuse your measures and your aim statement.

How this NUR 409 Module 4 project one quality analysis example is built

This example analyzes a composite event in which an intravenous antibiotic was given nearly three hours late after emergency department transfer. It begins with a clock-time timeline, describes an interprofessional, nonpunitive review team and method, and presents contributing factors in an APA table organized by fishbone categories. Three root causes are selected by a stated test, with an explanation of why workload was contributing rather than root. Actions are ranked by strength using national RCA guidance and justified with a review showing that real analyses often settle for weak actions. Each action is paired with a measure tied to the unit's aim. All three sources are real and current enough for the course.

Where the NUR 409 Module 4 rubric puts the points

Project One rubrics generally score the description of the event or problem, the analysis method, the identification of contributing factors and root causes, the recommended actions, the evaluation plan and the writing. The root cause criterion rewards system causes supported by the timeline and interviews rather than conclusions about individual performance. Actions are often scored by strength: forcing functions, automation and standardization earn more credit than education and policy reminders. The evaluation criterion rewards specific measures for each action. A nonpunitive tone and protection of the individuals involved are expected throughout, and graders notice when a paper quietly blames the nurse, even in a single sentence.

NUR 409 Module 4 help: the mistakes that cost points

The most frequent Project One error is stopping the analysis at the person closest to the event, concluding that the nurse should have checked or been more careful. Another is recommending only education, which graders treat as a weak action. Some papers list contributing factors without testing which are root causes. Others propose actions with no way to tell whether they worked. Build a timeline first, look for conditions that would trip up any nurse, test each factor against whether removing it would have prevented the event, choose at least one action that does not depend on memory and give every action a measure. Protect everyone involved by describing roles, never names.

Get NUR 409 Module 4 written to your instructions

Describe the event or problem you are analyzing, with identifying details removed, and attach the Project One guidelines along with the rubric. A root cause analysis with a timeline, factors and ranked actions is written for you in 24 to 48 hours, and the first one 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 4 questions, answered

Where can I find a free NUR 409 Module 4 Project One sample?

The full analysis on this page is free to read: a root cause analysis of a delayed antibiotic after transfer, with timeline, team, a fishbone table, root causes, ranked actions, measures, margin notes and two references. Analyses of other events can be written to order.

What is RCA2 in NUR 409?

A national approach to root cause analysis and action, published in 2015, that focuses on system causes, nonpunitive review and choosing actions strong enough to prevent recurrence, such as forcing functions and standardization.

What is the difference between a contributing factor and a root cause?

A contributing factor made the event more likely. A root cause is a factor whose removal would have prevented the event or significantly reduced its likelihood. Test each factor against that question.

Why is education a weak action?

Education depends on people remembering and applying what they learned under pressure. Stronger actions change the system so the error is harder to make even when people are busy or distracted.

Can I use a real event from my workplace for Project One?

Many sections allow it if you remove all identifying details and change specifics that could point to a patient, staff member or organization. Check your instructions and your employer's policies.