| Course | HCAD 9000 Healthcare Administration Dissertation |
|---|---|
| Week | Week 5 |
| Paper type | Peer read of a chapter |
| Length | About 1,180 words, 7 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | PhD in Healthcare Administration |
| Updated | October 2026 |
Free sample paper for HCAD 9000 Week 5
A Cold Read of a Classmate's Literature Chapter on Rural Telehealth: Twelve Marks Placed Where Comprehension Broke, the Chapter Restated in the Reader's Words and Two Repairs Ranked
Student Name
Walden University
HCAD 9000: Healthcare Administration Dissertation
Instructor Name
Month Day, Year
A Cold Read of a Classmate's Literature Chapter on Rural Telehealth: Twelve Marks Placed Where Comprehension Broke, the Chapter Restated in the Reader's Words and Two Repairs Ranked
About This Read
This is a peer read of Chapter 2 of a classmate's dissertation, a 34-page review of research on telehealth use by rural primary care clinics. The chapter quoted here was written for illustration; no candidate's actual manuscript is reproduced. I read it once, front to back, without first reading the classmate's Chapter 1, so I came to it as a reader from outside the project would. Marks are numbered and run in page order. Each gives the location, what I expected at that moment and what the text delivered instead. I have not proposed wording anywhere; the sentences belong to the writer.
Marks in Reading Order
Mark 1, page 1, paragraph 2, second sentence. The chapter says its purpose is "to review the literature on telehealth." I expected a narrower statement here, because the title page names rural primary care clinics and a specific outcome, follow-up visit completion. What arrived was the broad version, and for the next three pages I did not know which parts of the telehealth literature would matter. I only learned the focus on page 4.
Mark 2, page 3, paragraph 1. A paragraph summarizes Dorsey and Topol (2016) on the growth of telehealth and its promise. I expected the next paragraph to say which of their claims the chapter would test or rely on. Instead, the following paragraph begins a new topic, reimbursement rules, and the review of Dorsey and Topol is never connected to anything later. I could not tell why it was there.
Mark 3, page 4, first full paragraph. Here the chapter states its focus for the first time: whether telehealth visits help rural clinics keep patients on schedule for follow-up care after a hospital discharge or a new diagnosis. This is a clear statement, and from here my reading improved. It is the passage I would most like to see moved to the opening page.
Mark 4, page 6, paragraph 3. The chapter reports that rural Medicare beneficiaries used telemedicine at very low rates in the years before 2014 (Mehrotra et al., 2016). I expected the chapter to say whether that pattern still holds, since the study period runs through 2025. The text moved on without saying whether the finding is a historical baseline or a current description. I read the next two pages assuming rural use was still rare, then found on page 9 that the chapter believes it has grown sharply since 2020.
Mark 5, page 8, the table of studies. The table lists 19 studies with columns for setting, design, sample and outcome. I expected the outcome column to use the chapter's own term, follow-up visit completion. It uses six different terms: "adherence," "attendance," "kept appointments," "no-show rate," "continuity" and "retention." I could not tell whether these measure the same thing. If they do, the table should say so; if they do not, I need to know which ones count as evidence for the chapter's question.
Mark 6, page 10, paragraph 2. The chapter cites Kruse et al. (2017) as evidence that patients are satisfied with telehealth. I expected a sentence explaining why satisfaction bears on follow-up completion. The chapter may intend the argument that satisfied patients keep their appointments, but the text does not make it, and I was left to supply the link myself.
Mark 7, page 12, start of the section headed "Barriers." The heading led me to expect barriers to follow-up completion. The section discusses barriers to clinics adopting telehealth: equipment, broadband and staff training. These are reasonable topics, but they are about the clinic's decision to offer telehealth, not about whether patients complete follow-up once it is offered. I lost the thread here for about four pages.
Mark 8, page 15, paragraph 1. The synthesis section begins: "Taken together, the evidence suggests telehealth improves follow-up." I expected this sentence to count the studies or at least name which ones support it. Having read the table, I recalled that at least five studies found no difference, and two of them were in rural settings. The sentence seems stronger than the table.
Mark 9, page 17, paragraph 3. A strong passage. The chapter explains clearly why studies done in urban academic centers may not transfer to rural clinics, naming travel distance, broadband access and smaller staff. I understood every step and could have explained it to someone else. I would leave this passage alone.
Mark 10, page 20, paragraph 2. The chapter introduces "digital readiness" as a factor. I expected a definition. None appears, and the term is used four more times with what seem to be different meanings: once for patients' comfort with devices, once for the clinic's equipment and twice for broadband availability in a county.
Mark 11, page 24, the section headed "Gap." I expected the gap to follow from the synthesis, since page 15 said the evidence was favorable. The gap section says the evidence is "inconclusive." Both cannot be the chapter's position. I suspect the gap section reflects the writer's real view, and page 15 was written earlier.
Mark 12, pages 30 to 34, the theoretical framework. The framework section arrives at the end. I expected to have met the framework earlier, because several earlier sections use its terms, "perceived usefulness" and "facilitating conditions," without explaining them. Reading in order, I met the terms before their source.
What the Chapter Seemed to Argue
Here is the chapter's argument as I understood it after one reading, in my words. Telehealth has grown quickly and patients generally like it. Rural clinics face specific obstacles to offering it, and studies from cities may not apply to them. Research on whether telehealth helps patients complete follow-up visits is mixed and uses many different measures, and almost none of it comes from rural primary care. Therefore a study of rural clinics with a clear follow-up measure is needed.
I am not sure this matches what the writer intends. If the intended argument is that telehealth improves follow-up and the study will confirm it, the chapter currently conveys something more cautious. If the intended argument is the cautious one, then page 15 and page 24 disagree, and the reader has to decide which to believe.
Two Repairs, Ranked
First, the one edit that would recover the most understanding is stating the focus, follow-up visit completion in rural primary care clinics, on page 1. Marks 1, 2, 6 and 7 all came from not knowing what the chapter was reviewing for, and each would likely disappear with that change.
Second, settling one term for the outcome and showing how each study's measure relates to it, in the table on page 8. Marks 5, 8 and 11 trace back to that inconsistency: once the measures are aligned, the synthesis and the gap can say the same thing.
Mark 12, the position of the framework, is real but less costly, and I would leave it to the writer's judgment.
References
Dorsey, E. R., & Topol, E. J. (2016). State of telehealth. New England Journal of Medicine, 375(2), 154-161. https://doi.org/10.1056/NEJMra1601705
Kruse, C. S., Krowski, N., Rodriguez, B., Tran, L., Vela, J., & Brooks, M. (2017). Telehealth and patient satisfaction: A systematic review and narrative analysis. BMJ Open, 7(8), Article e016242. https://doi.org/10.1136/bmjopen-2017-016242
Mehrotra, A., Jena, A. B., Busch, A. B., Souza, J., Uscher-Pines, L., & Landon, B. E. (2016). Utilization of telemedicine among rural Medicare beneficiaries. JAMA, 315(18), 2015-2016. https://doi.org/10.1001/jama.2016.2186
HCAD 9000 Week 5 instructions, in plain terms
Peer reading in the dissertation course asks you to read a classmate's chapter as an outsider would and report where you lost the thread. Read it once, front to back, without first reading their other chapters. Mark the sentence where your understanding failed, not the paragraph where the failure became obvious. For each mark, give the location, what you expected at that point and what you found. Keep marks in page order so the writer can follow your reading. Name passages that worked and explain why. Then write a short restatement of what the chapter seemed to argue, in your own words. Close by ranking the two changes that would help most, without rewriting the writer's sentences.
Inside the HCAD 9000 Week 5 example
The sample begins by describing the conditions of the read: a 34-page review chapter on telehealth in rural primary care, read once without the first chapter. Twelve marks follow in order. Early marks note that the focus on follow-up visit completion appears late and that Dorsey and Topol are summarized without a link to later claims. Middle marks note that Mehrotra and colleagues' finding is not dated against the study period, that the table uses six terms for one outcome and that Kruse and colleagues on satisfaction lack a stated link to follow-up. Later marks flag a contradiction between synthesis and gap. A restatement section and two ranked repairs close the read.
Reading the HCAD 9000 Week 5 rubric
Faculty evaluate a peer read by whether the writer could act on it without a conversation. Located marks earn far more than general impressions, and marks placed where confusion began earn more than marks placed where it peaked. Stating what the reader expected turns confusion into something the writer can fix. The restatement of the chapter's argument is often weighted heavily, because the distance between what a chapter claims and what it conveys is the most useful thing a reader can report. Praise tied to a passage counts, since writers need to know what to keep. Reads that rewrite the classmate's prose, focus on formatting or arrive too late to use earn less. Faculty also notice whether marks are numbered so the writer and reader can discuss them.
Common HCAD 9000 Week 5 mistakes, and how to avoid them
A useful peer read is harder than it looks, because once you understand a chapter you forget where you were confused. Keep a note open as you read and write the location the moment you stop following. Then write what you were expecting, while you still remember. Do not go back and fix your marks after finishing the chapter; the point is to record your first reading. Write the restatement only after the last page, from memory. Praise specific passages and say why they worked. Rank two repairs and stop; the wording belongs to the writer. We can help you prepare a peer read that a classmate can act on. Return it quickly, because a late read is rarely used.
Get a HCAD 9000 Week 5 example written to your instructions
Hand over the chapter to be read, the prompt as posted and whatever a reader is asked to produce. The read that comes back is marked in reading order and carries a restatement at the end. First examples are free, the marks follow the text you provide, and 24 to 48 hours covers the turnaround from receipt.
More HCAD 9000 papers and PhD in Healthcare Administration samples
- HCAD 9000 Week 1: Dissertation Status Memo
- HCAD 9000 Week 2: Problem Chapter Revision
- HCAD 9000 Week 3: Literature Review Update
- HCAD 9000 Week 4: Methodology Passage
- HCAD 9000 Week 6: Results Narrative
- HCAD 9000 Week 7: Consistency Audit
- HCAD 9000 Week 8: Discussion Chapter
- HCAD 9000 Week 9: Revision Log
- HCAD 9000 Week 10: Full Manuscript Pass
- HCAD 9000 Week 11: Dissertation Abstract
- DDHA 8006 Week 5: Claim-Based Literature Appraisal
- HCAD 8006 Week 5: Position Post
- DDHA 8103 Week 5: Ranked Risk Register
- DDHA 9902 Week 5: Findings Statement
HCAD 9000 Week 5 questions, answered
Where can I find a free HCAD 9000 Week 5 sample paper?
The peer read of a rural telehealth literature chapter, with all twelve marks and references, is free to read here.
How are marks organized in the HCAD 9000 Week 5 example?
In page order, each giving the location, what the reader expected and what the text delivered instead.
What does the reader restate?
The chapter's argument in the reader's own words, written after the final page, to show the gap between intent and effect.
Which repairs does the read rank first?
Stating the chapter's focus on page 1, then settling one term for the outcome in the table of studies.
Is the chapter in the sample a real candidate's work?
No; the chapter quoted was written for illustration, since a classmate's manuscript belongs to them.