NRS-493 Topic 8 Written Capstone Change Project
NRS-493 Topic 8 Written Capstone Change Project
Students will synthesize the components developed in prior topics to formulate a written evidence-based account of the capstone project. Additionally, the student will integrate the following into the written evidence-based account: a plan for evaluating the nursing intervention, a change or nursing theory, and a discussion on how potential barriers will be overcome. NRS-493 Topic 8 Written Capstone Change Project
Objectives:
- Produce a written comprehensive evidence-based capstone project change proposal using components developed in prior topics of the course.
- Integrate a plan for evaluating the nursing intervention in the written comprehensive evidence-based capstone project change proposal.
- Integrate a change or nursing theory into the written comprehensive evidence-based capstone project change proposal.
- Identify potential barriers to the implementation of the change proposal.
- Integrate how the identified potential barriers will be overcome.
- Integrate reflective practice into the practicum reflective journal.
- Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
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Tasks – NRS-493 Topic 8 Written Capstone Change Project
Benchmark – Capstone Project Change Proposal
In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
- Background
- Clinical problem statement.
- Purpose of the change proposal in relation to providing patient care in the changing health care system.
- PICOT question.
- Literature search strategy employed.
- Evaluation of the literature.
- Applicable change or nursing theory utilized.
- Proposed implementation plan with outcome measures.
- Discussion of how evidence-based practice was used in creating the intervention plan.
- Plan for evaluating the proposed nursing intervention.
- Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
- Appendix section, if tables, graphs, surveys, educational materials, etc. are created.
Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
1.1: Exemplify professionalism in diverse health care settings.
2.2: Comprehend nursing concepts and health theories.
3.2: Implement patient care decisions based on evidence-based practice. NRS-493 Topic 8 Written Capstone Change Project
Benchmark – Capstone Project Change Proposal Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | Benchmark – Capstone Project Change Proposal | 200.0 | ||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | ||||||||
| Revisions Incorporated as Directed by Instructor | 5.0% | Revision is omitted. NRS-493 Topic 8 Written Capstone Change Project | Revision is incomplete. Many aspects are still incomplete, inaccurate, or unclear. | Most key aspects were revised. Some aspects are still vague or contain minor inaccuracies. | The key aspects were revised. The revision generally improves the accuracy and clarity of the project. | All revisions are incorporated. The revision greatly improves the accuracy and clarity of the project. | |||
| Background | 5.0% | Background of clinical problem omitted. | Background of clinical problem is incomplete. | Background of clinical problem are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Background of clinical problem are presented. Minor aspects are unclear or require support. | Background of clinical problem are clearly and logically presented. Relevant support and rationale are evident. | |||
| Clinical Problem Statement | 5.0% | Clinical problem statement omitted. | Clinical problem statement is incomplete. | Clinical problem statement is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Clinical problem statement is presented. Minor aspects are unclear or require support. | Clinical problem statement is clearly and logically presented. Relevant support and rationale are evident. | |||
| Purpose of Change Proposal | 5.0% | Purpose of the change proposal in relation to providing patient care in the changing health care system is omitted. | Purpose of the change proposal in relation to providing patient care in the changing health care system is incomplete. | Purpose of the change proposal in relation to providing patient care in the changing health care system is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Purpose of the change proposal in relation to providing patient care in the changing health care system is presented. Minor aspects are unclear or require support. | Purpose of the change proposal in relation to providing patient care in the changing health care system is logically presented. Relevant support and rationale are evident. | |||
| PICOT Question | 5.0% | PICOT questions is omitted. | Topic is presented but criteria is incomplete. | Topic and most criteria are presented. There are minor omissions or inaccuracies. Some support or information is needed. | Topic and criteria are presented. Minor aspects are unclear or require support. | Topic and criteria are clearly and logically presented. Relevant support and rationale are evident. | |||
| Literature Search | 5.0% | Literature search strategy employed omitted. | Topic is presented but criteria is incomplete. | Topic and most criteria are presented. There are minor omissions or inaccuracies. Some support or information is needed. | Topic and criteria are presented. Minor aspects are unclear or require support. | Topic and criteria are clearly and logically presented. Relevant support and rationale are evident. | |||
| Evaluation of Literature | 5.0% | Evaluation of literature omitted. | Evaluation of literature is incomplete. | Evaluation of literature is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Evaluation of literature is presented. Minor aspects are unclear or require support. | Evaluation of literature is clearly and logically presented. Relevant support and rationale are evident. | |||
| Change or Nursing Theory | 5.0% | Change or nursing theory omitted. | Change or nursing theory is incomplete. | Change or nursing theory is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Change or nursing theory is presented. Minor aspects are unclear or require support. | Change or nursing theory is logically presented. Relevant support and rationale are evident. | |||
| Implementation Plan and Outcome Measures | 10.0% | Implementation plan and outcome measures are omitted. | Implementation plan and outcome measures are presented is incomplete. NRS-493 Topic 8 Written Capstone Change Project | Implementation plan and outcome measures are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Implementation plan and outcome measures are presented. Minor aspects are unclear or require support. | Implementation plan and outcome measures are clearly and logically presented. Relevant support and rationale are evident. | |||
| Use of Evidence-Based Practice in Intervention Plan | 10.0% | Use of evidence-based practice in intervention plan omitted. | Use of evidence-based practice in intervention plan is incomplete. | Use of evidence-based practice in intervention plan is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Use of evidence-based practice in intervention plan is presented. Minor aspects are unclear or require support. | Use of evidence-based practice in intervention plan is clearly and logically presented. Relevant support and rationale are evident. | |||
| Plan for Evaluating Proposed Nursing Intervention | 10.0% | Plan for evaluating proposed nursing intervention omitted. | Plan for evaluating proposed nursing intervention is incomplete. | Plan for evaluating proposed nursing intervention is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Plan for evaluating proposed nursing intervention is presented. Minor aspects are unclear or require support. | Plan for evaluating proposed nursing intervention is clearly and logically presented. Relevant support and rationale are evident. | |||
| Potential Barriers and Plan to Overcome Barriers | 10.0% | Potential barriers and plan to overcome barriers are omitted. | Potential barriers and plan to overcome barriers are incomplete. | Potential barriers and plan to overcome barriers are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Potential barriers and plan to overcome barriers are presented. Minor aspects are unclear or require support. | Potential barriers and plan to overcome barriers are clearly and logically presented. Relevant support and rationale are evident. | |||
| Organization and Effectiveness | 15.0% | ||||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. NRS-493 Topic 8 Written Capstone Change Project | |||
| Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Format | 5.0% | ||||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% |
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Professional Capstone and Practicum Reflective Journal
Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.
This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).
In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission. NRS-493 Topic 8 Written Capstone Change Project
- New practice approaches
- Interprofessional collaboration
- Health care delivery and clinical systems
- Ethical considerations in health care
- Practices of culturally sensitive care
- Ensuring the integrity of human dignity in the care of all patients
- Population health concerns
- The role of technology in improving health care outcomes
- Health policy
- Leadership and economic models
- Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Professional Capstone and Practicum Reflective Journal Rubric
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | Professional Capstone and Practicum Reflective Journal | 0.01 | ||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Group 1 | 100.0% | ||||||||
| New Practice Approaches | 8.0% | New practice approaches are not present. NRS-493 Topic 8 Written Capstone Change Project | New practice approaches are present, but they are incomplete or otherwise lacking in required detail. | New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding. | New practice approaches are present and complete. The submission provides the basic information required. | New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader. | |||
| Interprofessional Collaboration (C4.3) | 8.0% | Interprofessional collaboration information is not present. | Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail. | Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Interprofessional collaboration information is present and complete. The submission provides the basic information required. | Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Care Delivery and Clinical Systems | 8.0% | Health care delivery and clinical systems information is not present. | Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail. | Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Health care delivery and clinical systems information is present and complete. The submission provides the basic information required. | Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Ethical Considerations In Health Care (C2.3) | 8.0% | Information regarding ethical considerations in health care is not present. | Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail. | Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required. | Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Practice of Culturally Sensitive Care (C5.3) | 8.0% | Information regarding the practice of culturally sensitive care is not present. | Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail. | Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required. | Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4) | 8.0% | Information regarding the preservation of integrity and human dignity in the care of all patients is not present. | Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail. | Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required. | Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Population Health Concerns | 8.0% | Information regarding population health concerns is not present. | Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail. | Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information regarding population health concerns is present and complete. The submission provides the basic information required. | Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Role of Technology in Improving Health Care Outcomes (C4.1) | 8.0% | Information on the role of technology in improving health care outcomes is not present. NRS-493 Topic 8 Written Capstone Change Project | Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail. | Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required. | Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Policy | 8.0% | Health policy information is not present. | Health policy information is present, but it is incomplete or otherwise lacking in required detail. | Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Health policy information is present and complete. The submission provides the basic information required. | Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Leadership and Economic Models | 8.0% | Information on leadership and economic models is not present. | Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail. | Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Information on leadership and economic models is present and complete. The submission provides the basic information required. | Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Health Disparities | 8.0% | Information on health disparities is not present. | Information on health disparities is present, but it is incomplete or otherwise lacking in required detail. | Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding. | Information on health disparities is present and complete. The submission provides the basic information required. | Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Outline of Overall Personal Discovery | 8.0% | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required. | Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 4.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| Total Weightage | 100% |
Lopes Activity Tracker – NRS-493 Topic 8 Written Capstone Change Project
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
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Topic 8 DQ 1
Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?
NRS-493 Topic 8 Written Capstone Change ProjectTopic 8 DQ 2
Not all EBP projects result in statistically significant results. Define clinical significance, and explain the difference between clinical and statistical significance. How can you use clinical significance to support positive outcomes in your project?
DQ 2 Sample Approach
When researching for EBP to implement or develop, it is essential to consider its statistical and clinical significance. “Measures of statistical significance quantify the probability of a study’s results being due to chance. Clinical significance, on the other hand, refers to the magnitude of the actual treatment effect, which will determine whether the results of the trial are likely to impact current medical practice” (Ranganathan, 2015).
The P-value used to measure statistical significance “is the probability that the study results are due to chance rather than real treatment effect” (Ranganathan, 2015). According to Prasad (2019), “conventionally, P < 0.05 has been termed “statistically significant,” but often what is statistically significant is not always clinically important, and what is statistically nonsignificant may be a case of an unwarranted claim of “no difference.”
Based on the above definition and comparison, it is essential for nurses to “check whether statistically significant results are also clinically important. What is clinical importance? “Clinical importance is a matter of judgment based on the magnitude of effects and the balance between benefits versus risks, costs, and inconvenience” (Prasad, 2019). “The clinical significance of a result is dependent on its implications on existing practice-treatment effect size being one of the most important factors that drive treatment decisions” (Ranganathan, 2015).
The importance of clinical significance applied in our project would be the change it represents for the lives of the Hispanic community members and its relative cost-effectiveness and ease of implementation. Also, the number of individuals within the Hispanic community that can be reached directly and indirectly could enhance a health behavior change impacting the health outcomes in the community members represented by fewer COVID-19 infections, hospitalizations, and deaths.
References
Prasad, K. (2019). Statistical Significance versus Clinical Importance. Neurology India, 67(6), 1513–1514. https://doi.org/10.4103/0028-3886.273608
Priya Ranganathan, C S Pramesh, & Marc Buyse. (2015). Common pitfalls in statistical analysis: Clinical versus statistical significance. Perspectives in Clinical Research, 6(3), 169–170. https://doi.org/10.4103/2229-3485.159943