HLTH 4925 Week 10 Revision Rationale Memo Example

Seminar in Reflective and Applied Learning Walden University Free custom sample in 24 to 48h

This HLTH 4925 Week 10 revision memo example accompanies a revised referral backlog proposal and carries the grade by explaining why each change was made rather than what changed. Walden HLTH 4925 tests BS in Healthcare Administration claims about growth by having them enacted, and this memo ties five changes to earlier findings: an aim that names the patient's wait, a baseline median of 11 business days from 120 referrals, measures matched to the aim with a balancing measure, a theory of change built on Little's law that replaces a temporary coordinator with fewer incomplete referrals, citing Litvak and Fineberg and McLaughlin and Olson, and a process map that now carries times. It explains what did not change and why, and closes by testing the week 2 claim that measures are part of an argument against the revised pages.

CourseHLTH 4925 Seminar in Reflective and Applied Learning
WeekWeek 10
Paper typeRevision memo
LengthAbout 860 words, 5 pages
FormatMemo, APA 7 citations
SchoolWalden University
ProgramBS in Healthcare Administration
UpdatedOctober 2026

Free sample paper for HLTH 4925 Week 10

1

Memorandum

To: Seminar instructor

From: Student, BS in Healthcare Administration

Date: Month Day, Year

Re: Revision of the operations management proposal on the referral backlog: aim, baseline, measures and theory of change, with the reason for each change

 

Purpose

This memo accompanies the revised version of the referral backlog proposal I first wrote for the operations management course and reflected on in week 2. The revised pages show what changed. This memo explains why each change was made and connects it to evidence from earlier in this seminar. The clinic is described as a composite, and figures are approximate values shaped to match my workplace.

What this page is doingThe memo states what it covers and makes clear that it explains why, since the memo rather than the revision carries the grade.
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Change 1: The Aim Now Names Patients

What changed. The original aim was to reduce the referral backlog. The revised aim is to cut the median wait between the day a referral reaches us and the day the patient's specialty visit is booked from 11 business days to 7 within three months.

Why. The original instructor comment, your measures do not match your aim, pointed to a deeper problem I identified in week 2: the aim itself was stated in terms of our work, the backlog, rather than its effect on patients, the wait. A backlog can shrink while patients still wait if referrals are processed in the wrong order. Naming the patient's wait makes the aim the thing that matters.

What this page is doingThe first change is explained by the mismatch identified in the instructor's comment and the week 2 reflection.
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Change 2: A Baseline Is Stated

What changed. The revision states a baseline: a median of 11 business days from arrival to scheduled appointment, based on 120 referrals received in one month, pulled from the scheduling system with arrival and scheduling dates.

Why. The instructor's question, where is the baseline?, was the comment I resisted most. In week 2 I recognized that I had relied on experience instead of evidence. Pulling the data took about two hours, and it changed my understanding: I had believed waits averaged about a week, and the actual median was longer.

What this page is doingThe second change answers the instructor's second comment directly, with the source of the figure.
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Change 3: Measures Match the Aim

What changed. The original measures, referrals processed per day and staff satisfaction, are replaced by three: the median days from arrival to scheduled appointment, which is the outcome; the share of referrals arriving incomplete, which is a process measure; and the number of referrals waiting more than 14 days, which is a balancing measure to make sure complex referrals are not left behind while easy ones move quickly.

Why. In week 2 I committed to writing beside each measure how it shows progress toward the aim. The outcome measure is the aim itself. The incomplete share tracks the lever identified in the week 4 applied case. The balancing measure protects against the risk that the backlog falls because staff choose the easiest referrals first.

What this page is doingThe third change replaces the original measures, and the memo explains how each new measure relates to the aim.
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Change 4: The Theory of Change Uses the Applied Case

What changed. The original proposal asked for a temporary coordinator. The revision drops that request and proposes reducing incomplete referrals through a checklist sent to the five referring offices that send the most incomplete referrals, plus a short call to each office manager.

Why. The week 4 applied case used Little's law to explain why a temporary coordinator cleared the backlog only for a month (Little, 1961). With coordinators running near full capacity, the queue rebuilds after any temporary fix, a pattern operations texts describe for any service running close to its limit (McLaughlin & Olson, 2017). Incomplete referrals add work because each one is handled twice, so reducing them lowers the load permanently. Researchers have argued that managing variability and unnecessary work in patient flow can improve access without adding resources (Litvak & Fineberg, 2013). The revised proposal is cheaper and, according to the analysis, more likely to last.

What this page is doingThe fourth change brings in the concept from week 4, which shows the seminar's analysis entering the revised work.
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Change 5: The Process Map Carries Times

What changed. The process map now carries median times at each step for twenty referrals, showing that insurance authorization accounts for the largest single wait and that the incomplete-referral loop adds a median of four days when it is taken.

Why. The week 3 artifact analysis found that the original map documented the process but could not support a claim of analysis because it carried no times. Adding times lets the map identify where delay occurs, which is analysis. It also supports the choice of incomplete referrals as a lever, since the loop is the largest delay the clinic controls; insurance authorization depends on outside payers.

What this page is doingThe fifth change follows from the artifact analysis, and the memo explains how it changes what the map demonstrates.
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What Did Not Change

The checklist idea, the process boundaries and the background section are unchanged. They were sound in the original, and the instructor did not question them. Revising them would have suggested the original was wrong in places it was not.

What this page is doingStating what stayed the same shows the revision was selective rather than wholesale.
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What the Revision Shows About Growth

In week 2 I claimed I now understood that measures are part of an argument and that experience is not a substitute for evidence. This revision is the test of that claim. The aim now names the outcome for patients, the baseline comes from data, each measure is tied to the aim and the theory of change rests on an analysis rather than on what my manager tried. The changed pages show the result; this memo shows that each change came from a specific earlier finding. The proposal will go into the portfolio under the caption chosen in week 8, and that caption, which promised an aim, a baseline and matched measures, is now accurate.

What this page is doingThe closing ties the revision to the seminar's claims about change, which is the memo's main purpose.
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References

Little, J. D. C. (1961). A proof for the queuing formula: L = λW. Operations Research, 9(3), 383-387. https://doi.org/10.1287/opre.9.3.383

Litvak, E., & Fineberg, H. V. (2013). Smoothing the way to high quality, safety, and economy. New England Journal of Medicine, 369(17), 1581-1583. https://doi.org/10.1056/NEJMp1307699

McLaughlin, D. B., & Olson, J. R. (2017). Healthcare operations management (3rd ed.). Health Administration Press.

What the HLTH 4925 Week 10 instructions ask for

Revision memos in a reflective seminar usually accompany a revised piece of earlier work. The revised pages show what changed; the memo must show why. For each change, state briefly what changed and then explain the reason, tying it to a specific earlier finding, comment or analysis. Note what you deliberately did not change, and why. Use the memo to test a claim you made earlier about your growth, since the revision is where that claim is enacted. Keep the memo format clear, with a header and short sections. Avoid restating the revision at length; the reader has it. Close by saying what the revision shows about the change you claimed.

Inside the HLTH 4925 Week 10 example

The memo header addresses the seminar instructor and lists the changes in the subject line. Change 1 replaces a workload aim with the patient's wait and ties it to the instructor's comment and the week 2 reflection. Change 2 adds a baseline median of 11 business days from 120 referrals and notes it was longer than assumed. Change 3 replaces the original measures with outcome, process and balancing measures. Change 4 replaces a temporary coordinator with reduced incomplete referrals, citing Little, McLaughlin and Olson and Litvak and Fineberg. Change 5 adds times to the process map. A section explains what stayed the same, and the closing tests the week 2 claim against the revision.

HLTH 4925 Week 10 rubric: what earns full marks

The memo, not the revision, carries the grade, so instructors look for reasons rather than descriptions. Each change should be tied to a specific earlier source, such as an instructor comment, a reflection or an analysis. Explaining what did not change shows selective, deliberate revision. Using the memo to test an earlier claim about growth demonstrates that the seminar's reflections led to action. Evidence gathered for the revision, such as a baseline pulled from real data, strengthens the memo. A clear memo format, concise sections and accurate citations of any concepts used complete the expectations. Memos that summarize the revision without explaining it earn the least credit. A memo that a reader could use to predict the revision, without seeing it, shows the reasons are doing the work.

HLTH 4925 Week 10 help: mistakes that cost marks

Revision memos often list changes, such as added a baseline and fixed measures, without explaining why each was needed. Others describe the revision at length, duplicating the attached pages. Some revise everything, which hides which changes mattered. For each change, write one line on what changed and two lines on why, naming the earlier comment or finding that prompted it. Then reread the reflection where you claimed you had learned something and check whether the revision shows it. For your own revised work, we can write a revision memo that ties each change to its reason.

Get a HLTH 4925 Week 10 example written to your instructions

For a revision memo the earlier draft matters more than anything else, though nothing here rewrites it: send the prompt and the rubric, and describe what the piece was and what feedback it drew. A memo sample returns inside 24-48h with changes named and justified, at no cost on a first custom sample.

More HLTH 4925 papers and BS in Healthcare Administration samples

HLTH 4925 Week 10 questions, answered

Where can I find a free HLTH 4925 Week 10 sample paper?

The complete revision memo is displayed on this page and is free to read.

What does the HLTH 4925 Week 10 memo explain?

Why each of five changes was made to a referral backlog proposal, tying each to an instructor comment or an earlier seminar analysis.

What baseline does the revision add?

A median of 11 business days from referral arrival to scheduled appointment, based on 120 referrals from the scheduling system.

Why was the temporary coordinator dropped?

The applied case showed a temporary increase clears the backlog only briefly, while reducing incomplete referrals lowers the workload permanently.

What does the memo say did not change?

The checklist idea, the process boundaries and the background section, which were sound and not questioned by the instructor.