| Course | MHA 505 Systems Thinking in Health Care Environments (MHA/505) |
|---|---|
| Week | 6 |
| Paper type | Systems solution paper |
| Length | about 1,160 words, 4 double-spaced pages plus title page and references |
| Format | APA 7 student paper |
| School | University of Phoenix |
| Program | MHA |
| Updated | September 2026 |
Free sample paper for MHA 505 Week 6
Putting the Pieces Together Without Losing the Spark: A Systems-Based Heart Failure Transitions Solution and the Creative Conditions That Produced It
[Student Name]
University of Phoenix
MHA/505: Systems Thinking in Health Care Environments
Week 6 Assignment
[Instructor Name]
[Date]
The hospital, its team, program and results are composites written for a model paper; research findings come from the sources listed.
Six weeks after the assignment to reduce heart failure readmissions landed on the new director's desk, the team's whiteboard held a system map, four simple rules, three prototypes and the terms of a three-party partnership. This paper assembles those pieces into one solution, tests each against evidence, reflects on the creative conditions that produced them and reports early results.
The Problem, Restated
At the start, nearly one heart failure patient in four came back within a month. The system map showed a reinforcing loop of crowding and rushed discharges, delays in recognizing fluid gain at home and gaps between the hospital and the next clinician, especially on Fridays.
From Concepts to Components
Each course concept produced part of the solution. Systems thinking produced the map and the insight that no department alone owned the problem. The Triple Aim framed a defined population, baseline measures for experience, health and cost and an integrator role. Complexity science produced four simple rules instead of mandates and a weekend cardiology line built from an informal workaround. Design thinking, done with patients and families, gave the team its discharge tools: the traffic-light going-home page, the refrigerator chart for daily weights and the evening phone check. Negotiation produced a written partnership with the nursing facility and the cardiology group.
Testing the Components Against Evidence
The team checked each component against research. Feltner et al. (2014) pooled 47 randomized trials of heart failure transitional care. Nurse home visits and specialized multidisciplinary heart failure clinics cut readmissions for any cause over the following three to six months; scripted telephone follow-up cut heart failure readmissions specifically; and all three lowered deaths. Remote telemonitoring and programs built mainly on patient education showed no effect on either outcome.
Changing the Plan
The evidence changed one component. The Triple Aim proposal had included a standalone home telemonitoring program with cellular scales for 300 high-risk patients. Given the meta-analysis, the team redirected those funds to structured telephone support: nurses call high-risk patients weekly for eight weeks using a script covering weight, symptoms and medications, with scales provided so patients can report weights during calls. The team also added two home visits by the partner home health agency for the highest-risk patients, a choice consistent with evidence that stronger ties between a hospital and its post-acute partners reduce rehospitalization (Rahman et al., 2013), and reserved slots in the cardiology clinic's multidisciplinary heart failure clinic. The component the team liked best was the one the evidence supported least, and changing it was the most important decision of the project.
The Integrated Solution
The final program for the 1,900-patient population includes a registry with risk levels; discharge planning from admission day; the one-page plan, weight chart and first-night call for every patient; structured telephone support and home visits for high-risk patients; a cardiology clinic visit within seven days; the weekend cardiology line; and the nursing facility partnership with phone handoffs and a shared care plan.
Why the Evidence Mattered to Staff
Some team members were disappointed to drop telemonitoring, which had been the most exciting idea in early sessions and had a vendor eager to supply it. The director shared the meta-analysis with the team and asked them to find a trial showing telemonitoring reduced readmissions for patients like theirs; none could. The discussion, uncomfortable at first, became a lesson the team repeated later: enthusiasm starts ideas, but evidence decides which ones patients receive.
How Creativity Happened
Creativity was not a single brainstorming session. It emerged from a sequence: seeing the problem through patients' eyes, generating many ideas without judging them, testing rough prototypes quickly and letting disagreements surface. A review of research on leadership, creativity and innovation found that leadership shapes creativity through many routes, including supportive and empowering behaviors and the climate leaders create, while cautioning that much research is limited by design and measurement problems (Hughes et al., 2018).
What the Leader Did
The director protected two hours every week for the team to work without other duties, asked the most junior members to speak first in idea sessions, treated failed prototypes as information rather than mistakes and invited the facility nurse who had first criticized the hospital's handoffs to join the design team. When a cardiologist dismissed the first-night call as busywork, she asked him to listen to three recorded calls; he became its advocate.
Conditions for Flow
Flow describes deep, focused engagement in a task that is challenging but matched to people's skills, with clear goals and immediate feedback. The team experienced it most during prototype testing weeks, when goals were concrete, results came within days and each member's skills were stretched but not overwhelmed. It was hardest during the negotiation weeks, when progress depended on others and feedback was slow. The director learned to break slow work into short tasks with visible results.
Six-Month Results
Six months after full implementation, 30-day readmission for heart failure fell from 23% to 17%, seven-day follow-up rose from 59% to 84%, discharge information scores rose from the 58th to the 76th percentile and 30-day mortality was unchanged. Weekend cardiology calls averaged 12 per weekend. Staff on the care transitions team reported higher satisfaction on the work-life survey.
What Did Not Work
Not everything succeeded. The first version of the weekend cardiology line was underused because facility nurses did not trust that a cardiologist would answer; call volume rose only after the cardiology group's nurse practitioner visited the facility to introduce the service. The going-home plan's Spanish version initially used terms common in one country but unfamiliar to families from others, requiring a second revision with a broader group of readers. And the registry's risk levels misclassified some patients whose risk came from living alone rather than from clinical severity, so a social risk question was added to the admission assessment.
Costs in Practice
Actual first-year costs were $610,000, slightly below the approved $640,000, mainly because telemonitoring equipment was not purchased. Avoided readmissions, lower penalties and freed bed capacity are estimated to offset about 70% of the cost in the first year and more in the second, as the program's fixed costs spread across more patients.
Sustaining the Solution
The program is now part of the hospital's operating budget, the integrator role is permanent and results are reviewed monthly by the partners and quarterly by the executive team. The next population, chronic lung disease, will use the same methods.
Conclusion
No single fix could reduce readmissions produced by a system. Systems thinking, the Triple Aim, complexity science, design thinking and negotiation each contributed part of a solution, and evidence from 47 trials sharpened it by replacing the team's favorite component with one that works. Leadership that protected time, welcomed dissent and gave quick feedback created conditions for creative work and flow. Early results show the system beginning to produce fewer returns and better experiences.
References
Feltner, C., Jones, C. D., Cené, C. W., Zheng, Z.-J., Sueta, C. A., Coker-Schwimmer, E. J. L., Arvanitis, M., Lohr, K. N., Middleton, J. C., & Jonas, D. E. (2014). Transitional care interventions to prevent readmissions for persons with heart failure: A systematic review and meta-analysis. Annals of Internal Medicine, 160(11), 774-784. https://doi.org/10.7326/M14-0083
Hughes, D. J., Lee, A., Tian, A. W., Newman, A., & Legood, A. (2018). Leadership, creativity, and innovation: A critical review and practical recommendations. The Leadership Quarterly, 29(5), 549-569. https://doi.org/10.1016/j.leaqua.2018.03.001
Rahman, M., Foster, A. D., Grabowski, D. C., Zinn, J. S., & Mor, V. (2013). Effect of hospital-SNF referral linkages on rehospitalization. Health Services Research, 48(6 Pt 1), 1898-1919. https://doi.org/10.1111/1475-6773.12112
What the MHA 505 Week 6 instructions ask
The final MHA 505 assignment usually asks students to present a creative, systems-based solution to a health care challenge and reflect on creativity and flow in developing it. Prompts may ask students to integrate course concepts such as systems thinking, complexity, design thinking and negotiation, describe the solution and its evidence, explain how creativity was fostered and what conditions supported focused, productive work and propose how the solution will be sustained. Some versions ask for a short reflection on the student's own growth during the course. Strong papers show how each concept shaped the solution, test components against research rather than enthusiasm, adjust when evidence disagrees, describe leadership behaviors that enabled creativity and report results or measures.
How this MHA 505 Week 6 example is built
The paper opens with the team's whiteboard, now covered with the system map, simple rules, prototypes and partnership terms. Each component is traced to the course concept that produced it. A meta-analysis of 47 trials shows which transitional care approaches reduce readmission and mortality, and the team drops a planned standalone telemonitoring program in favor of nurse telephone support. The conditions that helped the team work creatively, including clear goals, quick feedback and a leader who protected time and welcomed dissent, are described with research on leadership and creativity. Six-month results show readmissions falling from 23% to 17% with mortality unchanged, and the program moves into the operating budget.
MHA 505 Week 6 grading rubric: where the points go
In this closing week, grading centers on integration, evidence and honest reflection. Graders want a solution that visibly draws on several course concepts, components checked against research, a willingness to change the plan when the evidence points elsewhere, a thoughtful account of how creative work and flow were supported and a plan to sustain and measure the result. Research on leadership and creativity deepens the reflection, and reported results or measurable targets make the case concrete. What remains of the grade reflects organization and citation style. Papers that march through each week's concept without showing how it shaped the solution, or equate creativity with one brainstorm, earn less.
MHA 505 Week 6 help: mistakes to avoid
Final MHA 505 papers often read as six short summaries rather than one integrated solution. Start with the problem and the solution, then show how systems thinking, complexity, design and negotiation each shaped a part of it. Test every component against research, and say what you changed when the evidence disagreed with the team's preferences. Reflect honestly on how creative work happened: what leaders did to encourage ideas, protect focus and welcome disagreement. Describe conditions for flow, such as clear goals and quick feedback. Finally, report results or targets and explain how the solution will be sustained after the course ends and who will own it.
Related MHA 505 sample papers
Other MHA 505 week samples
- MHA 505 Week 1: Systems Thinking and Skills
- MHA 505 Week 2: Triple Aim Executive Summary
- MHA 505 Week 3: Complexity Science in Practice
- MHA 505 Week 4: Design Thinking Solution
- MHA 505 Week 5: Facilitation and Negotiation
More MHA sample papers
- HCS 529 Week 6: Final Facility Presentation
- HINF 500 Week 6: Management Evaluation Report
- HINF 510 Week 6: New and Advanced Technologies
- HINF 520 Week 6: Data Governance and Quality
MHA 505 Week 6 questions, answered
What does MHA/505 Week 6 usually ask for?
Prompts usually ask students to present a creative, systems-based solution to a health care challenge, integrating course concepts and reflecting on creativity and flow.
Where can I find a free MHA 505 Week 6 sample paper?
The full heart failure solution paper sits above, open to all at no charge, and comments beside it tie each component to the course concept behind it. For a final paper on your own challenge, the first one is free.
Which heart failure transitional care interventions work?
A meta-analysis of 47 trials found that home-visiting programs, multidisciplinary heart failure clinics and structured telephone support reduced readmissions or mortality, while telemonitoring and primarily educational interventions did not.
What is flow?
A state of deep, focused engagement in which people are absorbed in a challenging task matched to their skills, with clear goals and immediate feedback.
How can leaders foster creativity in health care teams?
By setting clear goals, giving autonomy in how to reach them, protecting time for exploration, welcoming disagreement and responding to ideas with support rather than judgment.
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