Free Evidence-Based Practice Model Example Essay Paper

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Free Evidence-Based Practice Model Example Essay Paper

Evidence-Based Practice Model Selection

Evidence-based practice (EBP) is a process of taking knowledge and converting it into the delivery of care (Schaffer, Sandau, & Diedrick, 2013).  Most nurses know that EBP improves the quality of patient care in a cost-effective manner.  Most nurses want to base their patient care decisions on the best evidence available (Melnyk, Fineout-Overholt, Gallagher-Ford, & Kaplan, 2012).  It takes more than this knowledge and desire, however, to implement EBP into clinical nursing practice.  Multiple barriers exist that make the realization of EBP challenging.  These roadblocks include inadequate financial support, limited resources, inadequate computer skills, dissatisfaction with supervisors’ assistance in participating in EBP, absence of an academic degree, and unclear and unrealistic workplace goals (Kajermo et al., 2008; Melnyk et al., 2004).  More recently, Melnyk et al. (2012) identified other barriers such as lack of education, inadequate access to information, and time to implement and use EBP.  In 2001, the Institute of Medicine estimated that translating research evidence into clinical practice takes over 17 years.  Even 13 years later, the process is lengthy and full of hurdles (Brown, 2014).  Evidence-based practice models are tools that health care organizations can use to overcome the challenges.

Evidence-Based Practice Model Selected

Multiple theoretical models have been developed to help turn research discoveries into clinical practice and assist organizations to implement evidence-based practice into their routines. In organizational settings, leadership must decide which evidence-based changes to make and how to do it.  These models present a methodical approach and break the complex process into smaller steps.  Using these models enhances the chance of success, promotes complete implementation, improves resource allocation, and provides a mechanism to evaluate outcomes (Schaffer, Sandau, & Diedrick, 2013).

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The Iowa Model of Evidence-Based Practice to Promote Quality Care (Titler et al., 2002) is one such conceptual model that has been used in numerous academic and organizational settings to facilitate the implementation of EBP (Gawlinski & Rutledge, 2008).  Multiple facilities have documented its success and value.  The Iowa Model utilizes an algorithm with decision points and feedback loops (Schaffer, Sandau, & Diedrick, 2013).  Within the algorithm is a feedback mechanism that helps question current practices and determine if evidence exists that can improve those practices.  The model can focus efforts based on either observed problems or new knowledge (White & Spruce, 2015).

After reviewing other EBP models, the Iowa Model was chosen as the best way to explore new triage methods that could improve patient flow through the emergency department.  Many reasons support this decision.  First, the Iowa Model works well with organizational change (White & Spruce, 2015).  Second, it focuses on an interdisciplinary approach.  The Iowa Model uses input from a team that represents the system in question and collaborates to implement EBP (Schaffer, Sandau, & Diedrick, 2013).  Emergency department processes involve multiple disciplines that work closely together- physicians, nurses, ancillary departments, and administration.  A model that depends on the collaboration of many is a logical choice.  Third, Gawlinski and Rutledge (2008) describe the Iowa model as being intuitively understandable or, in other words, user-friendly.  Finally, the Iowa model is attractive because it allows a trial run of the proposed change before final implementation (White & Spruce, 2015).

The Iowa Model and Improving Emergency Department Patient Flow

Applying the Iowa Model will facilitate the implementation of an evidence-based triage system in the emergency department.  The algorithm in the model has three decision points.  The first decision point is to determine whether the topic is a priority for the organization.  Some topics are triggered by knowledge while some are triggered by problems.  Implementing a new, evidence-based triage model is a priority for the organization, which has been brought to light because of the emergency department crowding issue.  Therefore, the next step is to form an interdisciplinary team (Titler et al., 2002; White & Spruce, 2015).

The team should consist of all interested stakeholders, representatives of every discipline that is directly involved in the EBP implementation (Titler et al., 2002).  It is well documented that change is more successful when initiated by frontline practitioners rather when management imposes it on them (Doody & Doody, 2011).  For the emergency department, the team will include direct patient care nurses, the nurse manager, the nurse educator, a physician, a nurse practitioner, nurses’ aide, and a patient registrar.

According to the Iowa Model, the team is first tasked with searching for evidence (Titler et al., 2002).  They should brainstorm together and determine key words for database searches regarding triage models.  This literature search should include research evidence and existing evidence-based guidelines.  For emergency medicine, there are multiple professional organizations and governmental agencies that have studied triage models.  After evidence has been gathered, the team needs to critique and synthesize the evidence.  If members of the team are not experienced with literature searches and assessing the strength of evidence, they should enlist the help of someone in their organization who is (Titler et al., 2002).  Ideally, the team will find pre-appraised research, systematic reviews, and even guidelines that have already been developed for triage systems.  Existing guidelines will help the team identify gaps in knowledge (White & Spruce, 2015).  This work brings the team to the next decision. Free Evidence-Based Practice Model Example Essay Paper.

The second decision point in the algorithm is whether there is enough evidence to guide evidence-based practice.  If the team believes there is a sufficient amount of quality research evidence on triage models, they can move on to piloting an evidence-based change.  If they do not have a solid research base, they may decide to proceed using other types of evidence, such as case studies, expert opinion, scientific principles, or theory.  Alternatively, the team may choose to conduct the research that is lacking (Titler et al., 2002).

If the team proceeds with the development of a new triage model, the next phase is to pilot the change in practice.  There are six steps to follow at this stage.  First, the desired outcomes should be determined (Titler et al., 2002).  Modifying triage is an attempt to improve patient flow through the emergency department; therefore, potential outcomes to measure might be length of stay, time it takes until a patient sees a physician, or number of patients who leave without a physician assessment.  The second step is to obtain baseline data; measure the outcomes before implementing change (Titler et al., 2002).

The third step is to develop the written guidelines that establish the new process and protocols for triage.  The fourth step involves testing the new process on a sample of patients.  In the emergency department, the team could decide to test the new triage process for two weeks, or they could use the new process on alternate days for a month.  Regardless, this step involves training all of the personnel involved and communicating the expectations well.  The fifth step is to evaluate the new process by comparing the outcome measures to the baseline data obtained in step two.  This establishes if the new process affected patient flow positively.  Finally, the last step includes modifying the guidelines based on the outcomes.  It is possible that the team needs to tweak the process based on an unexpected factor or a specific need of this particular emergency department that was not foreseen (Titler et al., 2002).

Conclusion

In today’s health care environment, it has never been more important to practice evidence-based care.  Nurse leaders have a responsibility to ensure that high-quality care is delivered in a cost effective way, and EBP leads to improved health care and lower costs.  The Iowa Model of Evidence-Based Practice to Promote Quality Care “serves as a guide for nurses and health care providers to use research findings for improvement of patient care” (Titler et al., 2002, p. 498).  The Iowa Model will be especially useful in directing the implementation of a new triage process to improve emergency department patient flow. Free Evidence-Based Practice Model Example Essay Paper.

References

Brown, C. G. (2014). The Iowa model of evidence-based practice to promote quality        care: An illustrated example in oncology nursing. Clinical Journal of Oncology Nursing, 18(2), 157-159. Retrieved from             http://search.proquest.com/docview/1512448399?accountid=458

Gawlinski, A., & Rutledge, D. (2008). Selecting a model for evidence-based practice   changes: A practical approach. AACN Advanced Critical Care, 19, 291-300.       doi:10.1097/01.AACN.0000330380.41766 .63

Doody, C. M., & Doody, O. (2011). Introducing evidence into practice: Using IOWA      model. British Journal of Nursing, 20(11), 661-664. Retrieved from             http://www.researchgate.net/publication/51466031_Introducing_evidence_into_n            ursing_practice_Using_the_IOWA_model

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the       21st century (pp. 8-25). Washington, DC: National Academies Press. Retrieved        from http://www.nap.edu/read/10027/chapter/1

Kajermo, K. N., Undén, M., Gardulf, A., Eriksson, L. E., Orton, M. L., Arnetz, B. B., & Nordström, G. (2008). Predictors of nurses’ perceptions of barriers to research         utilization. Journal of Nursing Management, 16(3), 305-314. Retrieved from    10.1111/j.1365-2834.2007.00770.x

Melnyk, B. M., Fineout-Overholt E., Fischbeck, F. N., Li, H., Small, L., Wilcox, L., &      Kraus, R., (2004). Nurses’ perceived knowledge, beliefs, skills, and needs         regarding evidence-based practice: Implications for accelerating the paradigm   shift. Worldviews on Evidence-Based Nursing, 1(3), 185-193. Retrieved from         10.1111/j.1524-475X.2004.04024.x.

Melnyk, B.M., Fineout-Overholt, E., Gallagher-Ford, L., & Kaplan, L. (2012). The state   of evidence-based practice in US nurses: Critical implications for nurse leaders  and educators. Journal of Nursing Administration, 42, 410-417. doi:10.1097/    NNA.0b013e3182664e0a

Schaffer, M. A., Sandau, K. E., & Diedrick, L. (2013). Evidence-based practice models    for organizational change: Overview and practical applications. Journal Of        Advanced Nursing, 69(5), 1197-1209. Retrieved from             http://web.a.ebscohost.com.contentproxy.phoenix.edu/ehost/pdfviewer/pdfviewer ?sid=f237b8c8-f6e7-48d9-a093-4857280ebdf7%40sessionmgr4005&vid             =1&hid=4214

Titler, M. G., Kleiber, C., Steelman, V. J., Rakel, B. A., Budreau, G., Everett, L. Q., …    Goode, C. J. (2002). The Iowa Model of evidence-based practice to promote  quality care. Critical Care Nursing Clinics of North America, 13(4), 497-509.           Retrieved from http://www.researchgate.net/publication/11580356_The_Iowa_             Model_of_Evidence-Based_Practice_to_Promote_Quality_Care

White, S., & Spruce, L. (2015). Perioperative nursing leaders implement clinical practice    guidelines using the Iowa Model of Evidence-Based Practice. Association of    Operating Room Nurses.AORN Journal, 102(1), 50-59.             doi:http://dx.doi.org/10.1016/j.aorn.2015.04.001. Free Evidence-Based Practice Model Example Essay Paper

American College of Emergency Physicians. (2011). Definition of boarded patient,           policy statement. Clinical & Practice Management. Retrieved from       http://www.acep.org/Clinical—Practice-Management/Definition-of-Boarded-         Patient/

Barish, R. A., Mcgauly, P. L., & Arnold, T. C. (2012). Emergency Room Crowding: A     Marker of Hospital Health. Transactions of the American Clinical and    Climatological Association, 123, 304–311. Retrieved from             http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3540619/

Bellow, A. A., & Gillespie, G. L. (2014). The evolution of ED crowding. Journal of          Emergency Nursing, 40(2), 153-160.           doi:http://dx.doi.org/10.1016/j.jen.     2013.01.013

Bernstein, S. L., Aronsky, D., Dusela, R., Epstein, S., Handel, D., Hwang, U., … Asplin,             B. R. (2009). The effect of emergency department crowding on clinically oriented outcomes. Academic Emergency Medicine, 16(1), 1-10. Retrieved from      http://onlinelibrary.wiley.com/doi/10.1111/j.1553-2712.2008.00295             .x/abstract;jsessionid=EDF7E9BEC921E5FD319B74F0500A5287.f03t02

Government Accountability Office. (2009).  Hospital Emergency Departments. Retrieved from http://www.gao.gov/new.items/d09347.pdf

Harding, K. E., M.P.H., Taylor, N. F., PhD., & Leggat, S. G., PhD. (2011). Do triage        systems in healthcare improve patient flow? A systematic review of the literature.             Australian Health Review, 35(3), 371-83. Retrieved from            http://search.proquest.com/docview/910806287?accountid=458. Free Evidence-Based Practice Model Example Essay Paper

Johnson, K. D., Motavalli, M., Gray, D., & Kuehn, C. (2014). Causes and occurrences of  interruptions during ED triage. Journal of Emergency Nursing, 40(5), 434-9.doi:http://dx.doi.org/10.1016/j.jen.2013.06.019

Martin, A., Davidson, C. L., Panik, A., Buckenmyer, C., Delpais, P., & Ortiz, M. (2014). An examination of ESI triage scoring accuracy in relationship to ED nursing attitudes and experience. Journal of Emergency Nursing, 40(5), 461-8. doi:http://dx.doi.org/10.1016/j.jen.2013.09.009

Rowe, B. H., Guo, X., Villa-Roel, C., Schull, M., Holroyd, B., Bullard, M., & … Innes,     G. (2011). The role of triage liaison physicians on mitigating overcrowding in emergency departments: a systematic review. Academic Emergency Medicine: Official Journal Of The Society For Academic Emergency Medicine, 18(2), 111-     120. doi:10.1111/j.1553-2712.2010.00984.x. Free Evidence-Based Practice Model Example Essay Paper

Russ, S., Jones, I., Aronsky, D., Dittus, R., & Slovis, C. (2010). Placing physician orders   at triage: The effect on length of stay. Annals of Emergency Medicine, 56(1), 27-     33. Retrieved from http://www.sciencedirect.com.contentproxy.             phoenix.edu/science/article/pii/S0196064410001198

Stover-Baker, B., Stahlman, B., & Pollack, M. (2012). Triage nurse prediction of hospital  admission. Journal of Emergency Nursing, 38(3), 306-310.

White, B. A., Brown, D. F., Sinclair, J., Chang, Y., Carignan, S., McIntyre, J., &   Biddinger, P. D. (2012). Supplemented triage and rapid treatment (START)   improves performance measure in the emergency department. Journal of        Emergency Medicine, 42(3), 322-328. Retrieved from http://www.sciencedirect.com.contentproxy.phoenix.edu/science/article/pii/S0736467910002908. Free Evidence-Based Practice Model Example Essay Paper

Reducing Infections in the Dialysis Department

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The PICOT Question

For patients undergoing dialysis at the dialysis department (P),  can optimization of nursing infection preventive measures through direct supervision and step wise check-list use during and after dialysis (I) compared to the practices (absence of step-wise checklist use) (C) reduce the number of infections to the lowest cases possible and by at least 50%   (O) over a period of nine weeks (T)?.

Dialysis Related BSIs and Evidence Based Solutions

Center for Disease control (CDC), through research and evaluation has come up with interventions, auditing tools and checklists for use in BSI infection prevention (CDC, 2020). Strict implementation and adherence of such interventions and protocols have been shown to be a solution to BSIs. These interventions reduce infection rates by 20-50% (Fisher, 2020). Lee et al (2018) discovered that the main causative problem of BSIs was inconsistent hemodialysis tunneled catheter care (HTC) protocol in the dialysis units, lack of standardized audits for the protocols and lack of patient education. Through proper implementation of infection control protocols such as ‘scrub the hub’ protocols, standardized audits, nurse and patient education, infections were reduced by up to 50% (Lee K. G., 2018). Another investigation applied strict implementations of the aseptic techniques and sterile dressing coupled with nurses training and patient education towards infection control Reducing Infections in the Dialysis Department. This resulted to more than 50% infection reduction in a 24-chair dialysis unit within a month (Hoffman, 2018).

Dialysis Related BSIs and Nursing Interventions

The CDC in conjunction with the American Society of Nephrology’s Nephrologists Transforming Dialysis Safety Initiative came up with interventions which are considered the gold standard preventive measures for BSIs. When implemented strictly, nurses can optimally prevent BSIs. This study aims at carrying out full implementation of these interventions. These interventions include; hand hygiene, catheter exit-connection and disconnection using aseptic technique and antiseptic use, catheter lumen and hub care and the assessment of these techniques every three months with nursing staff training and audits. Other nursing interventions include early patient referral to nephrologists, more specialized teams, and vascular access coordinators, implantation of early-stick grafts and early peritoneal dialysis  (Fisher, 2020).

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Dialysis Related BSIs and Patient Care

Patient care before, during and post-dialysis is key in infection prevention. Prior to vascular access, it is important to remove any restrictive jewelry and clothes from the patient’s arm. Other clinicians should be informed so as to avoid procedures such as blood pressure measurements and venipunctures on the same arm. When examining the patient, nurses should always disinfect their hands and put on gloves as an infection preventive measure. The vascular access should be checked for patency and smooth blood flow at least three times daily (Rushing, 2019).

Post dialysis, the patient should be moved in a manner that will avoid any trauma or pressure on the arm. The vascular access should be checked on a daily basis for signs of infection such as swelling, tenderness, open sores and purulent discharge. Patent education on self-care and infection prevention is paramount and this is the responsibility of his/her nurse. Patient self-care is key in preventing infections associated with dialysis and proper practice effectively reduces infections (Rushing, 2019)

Health Care Agency Involved in BSI Prevention

CDC in collaboration with the National Safety Healthcare Network (NHSN) developed a surveillance and feedback platform for data sharing and comparisons from different facilities in the US. This plays a role in informing policy making towards mitigation methods (CDC, 2020). Agency for Healthcare Research and Quality also provides support to researches and facilities aiming at reducing BSIs (AHRQ, 2020).

BSIs and Nursing Practice

Dialysis associated BSIs is a significant issue in nursing practice. In the US, BSIs arise mainly due to the failure to strictly implement and stick to the nursing protocols put in place for dialysis infection control. This largely depends on nurses and can be solved through strict nursing practice, regulations and standardized audits in dialysis units. This will lead to reduced infections, reduced hospitalizations, better clinical outcomes and reduced hospital bill burdens to patients (Fisher, 2020).

References

AHRQ. (2020, June 08). Retrieved from https://www.ahrq.gov/patient-safety/settings/esrd/resource/clinicalcare.html

CDC. (2020, June 07). Retrieved from https://www.cdc.gov/dialysis/prevention-tools/audit-tools.html

Fisher, M. G. (2020). Prevention of Bloodstream Infections in Patients Undergoing Hemodialysis. . Clinical Journal of the American Society of Nephrology, 132-151.

Hoffman, S. (2018). Reducing Blood Stream Infections from Tunneled Dialysis Catheters. . . Nephrology Nursing Journal.

Lee, K. G. (2018). Reducing tunneled catheter-related infection in hemodialysis patients with nationwide standardization of catheter care protocol. The journal of vascular access, 110-111.

Lee, K. G. (2018). Reducing tunneled catheter-related infection in hemodialysis patients with nationwide standardization of catheter care protocol. . The journal of vascular access, 110-111.

Rushing, J. (2019). Caring for a patient’s vascular access for hemodialysis, . Nursing Management, 47. Reducing Infections in the Dialysis Department.

 

Review your problem or issue and the study materials to formulate a PICOT question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.  Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.

The PICOT question will provide a framework for your capstone project change proposal.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Describe the problem in the PICOT question as it relates to the following:

  1. Evidence-based solution
  2. Nursing intervention
  3. Patient care
  4. Health care agency
  5. Nursing practice

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.

PICOT Question Paper

No of Criteria: 9 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0
PICOT Question
20.0
A PICOT question is not presented.
An incomplete PICOT question is presented. The PICOT does not follow the correct format.
A PICOT question is presented. The PICOT generally follows the correct format.
A PICOT question is presented. Some detail is needed for clarity.
A PICOT question is presented and provides a clear framework for the capstone project change proposal.
Nursing Intervention
20.0
The intervention and comparison are omitted
The intervention used to address the problem is not based on a nursing practice intervention. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are omitted.
A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are summarized. Some information is needed. There are minor inaccuracies.
A nursing intervention used to address the problem is presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are discussed.
A nursing intervention used to address the problem is clearly presented. A comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process, are thoroughly discussed.
Clinical Problem and Patient Outcome
20.0
The clinical problem and how it can result in a positive patient outcome are omitted.
The clinical problem and how it can result in a positive patient outcome are incomplete.
The clinical problem and how it can result in a positive patient outcome are summarized. More information and rationale are needed.

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The clinical problem and how it can result in a positive patient outcome are presented. Some minor detail is needed for clarity.
The clinical problem and how it can result in a positive patient outcome are thoroughly discussed. Strong rationale is offered for support.
PICOT Problem
20.0
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is omitted.
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is incomplete.
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is summarized. More information and rationale are needed.
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.
The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is described. Some minor detail is needed for clarity.
Organization, Effectiveness, and Format
20.0
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 Reducing Infections in the Dialysis Department.
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 progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics 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.
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 Percentage  100

PICOT question

            Any patient that answers yes to current smoker during a physical with their primary care physician will receive educational information from nursing staff on ways to quit smoking and resources to help them quit smoking to see if they are able to become and stay a non-smoker for 6 months versus how many patients become non-smokers with no interventions from nursing staff.

Evidence-based Solution

            There is not enough easily accessible education for patients in regards to smoking cessation. Currently there is no information provided to patients when they answer yes to being a current smoker. Not only would there be tips available to help quit smoking but also additional resources. “Many people find support groups and hotlines helpful when quitting tobacco” (American Heart Association, 2020). There will also be information available on the dangers of smoking. This is important to share with patients as per The World Health Organization it is the cause for 7 million deaths annually (McWilliams, et al., 2019, p.1059).

Nursing Intervention

            The nursing intervention will be completed by nursing staff within the clinical environment. When a patient answers yes to being a current smoker, the nursing staff will then provide the patient with education and resources to help them quit smoking. This should only take 3-5 minutes and the patient can take the pamphlet home with them. The pamphlet will include how to contact nursing staff with additional questions or support for the patient to use as needed.

Patient Care

            This pamphlet will provide information on ways to quit smoking without the use of medication for patients. It will also provide resources for additional information available online. It will also allow patients to have access to nursing staff to ask questions and provide additional support.

Health Care Agency

            The health care agency this program will assist is ProHealth Care Medical Group. There are generally classes offered from ProHealth Care but unfortunately due to COVID all classes are cancelled and there is no information online about what classes were previously offered to determine if smoking cessation classes were previously offered. This organization has 12 locations that offer family practice and/or primary care services. Once this project is complete this pamphlet for smoking cessation education can be used at all of the 12 locations.

Nursing Practice

Providing education to patients is a nurse’s duty. Having information available to assist the education can be beneficial to the nurse and the patient Reducing Infections in the Dialysis Department. The patient may have additional questions outside of the patient information pamphlet, if the nurse is unable to provide the patient an answer at that point, they can inform the patient they will find the answer, and call them at a later time. Providing the pamphlet ensures that all patients are getting the same information, as well as resources to use to help them with their smoking cessation.

 

 

 

 

 

References

American Heart Association. (2020). Help! I want to quit smoking. Retrieved from https://www.heart.org/en/healthy-living/healthy-lifestyle/quit-smoking-tobacco/help-i-want-to-quit-smoking

McWilliams, L., Bellhouse, S., Yorke, J., Lloyd, K., & Armitage, C. J. (2019). Beyond “planning”: A meta-analysis of implementation intentions to support smoking cessation. Health Psychology, 38(12), 1059–1068. https://doi-org.lopes.idm.oclc.org/10.1037/hea0000768.supp

ProHealth Care. (2020). Medical services. Retrieved from www.prohealthcare.com

 

NRS 493 – Individual Success Plan (ISP) Paper

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Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information Practice Setting
Name:
E-mail:
Phone Number:

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ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

 

 

 

 

 

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.      Individual Success Plan

2.      Reflection Journal Entry

 1.      List of potential topics for the change proposal
Topic 2 1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership
Topic 3 1.      PICOT Question Paper

2.      Reflection Journal Entry

 1.      List of objectives
Topic 4 1.      Literature Evaluation Table

2.      Reflection Journal Entry

 1.      List of measurable outcomes
Topic 5 1.      Reflection Journal Entry 1.      Summary of the strategic plan

2.      Midterm Evaluation Tool
Topic 6 1.      Literature Review Table

2.      Reflection Journal Entry

 1.      List of resources
Topic 7 1.      Reflection Journal Entry 1.      Summary of the evaluation plan

2.      Remediation-if required
Topic 8 1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry
Topic 9 1.      Reflection Journal Entry 1.      Professional Presentation
Topic 10 1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

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MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

Healthy People in Action section of the Healthy People 2020

/in /by

Healthy People in Action section of the Healthy People 2020

Access the Healthy People in Action section of the Healthy People 2020 website:

https://www.healthypeople.gov/2020/Healthy-People-in-Action

Select State Plans from the drop-down menu of the “Healthy People in Action” tab above the main page content.

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Pick a state (or territory) which has not already been selected by a classmate, and access that state’s 2020 Healthy People Plans. Select and summarize one area in the plan you selected that pertains to allied health care delivery in that state (for example, medical sonography, respiratory therapy, radiography, speech pathology, etc.). For the area you picked, what do you think the state plan does well? What could it do better, and how so?

 

 

Medicaid and the Children’s Health Insurance Program (CHIP) Essay

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Medicaid and the Children’s Health Insurance Program (CHIP) Essay

The U.S. created Medicaid, a publically funded healthcare program, to assist people in obtaining healthcare services. Explore Medicaid and the Children’s Health Insurance Program (CHIP).

Answer the following questions:

  • Explain the legislation that introduced Medicaid. Your explanation should include a description of the funding sources for the program.

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  • Describe some of the changes, including CHIP, that have occurred to the Medicaid program since its inception.
  • Explain the demographics of the majority of people covered by Medicaid and identify how many people in the U.S. are covered by Medicaid.
  • Describe the changes that will occur in Medicaid with the ACA.

Resources:

Centers for Medicare & Medicaid. (2015). CMS program history. Retrieved

from https://www.cms.gov/About-CMS/Agency-Information/History/index.html?redirect=/History/.

Centers for Medicare & Medicaid. (2015). Affordable Care Act. Retrieved

from http://www.medicaid.gov/affordablecareact/affordable-care-act.html.

Cite sources and provide references for the citations in APA format.

Submission Details:

  • Your assignment should be addressed in a 2- to 3-page document. Medicaid and the Children’s Health Insurance Program (CHIP) Essay

Essay on the uninsured people in the U.S.

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Essay on the uninsured people in the U.S.

Summarize the population (number, demographics, etc.) of uninsured people in the U.S.

  • Discuss some of the reasons for and possible financial consequences of not having health insurance.
  • Discuss the socioeconomic consequences of having a large uninsured population in the U.S.
  • Describe the changes that will occur to assist the uninsured population with the Patient Protection and ACA.

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Resources:

Kaiser Family Foundation [KFF]. (2014, October 29). Key facts about the uninsured population. Retrieved from http://kff.org/uninsured/fact-sheet/key-facts-about-the-uninsured-population/

Navigate to Google Scholar and review:

Krueger, A. B., & Kuziemko, I. (2013). The demand for health insurance among uninsured Americans: Results of a survey experiment and implications for policy. Journal of health economics, 32(5), 780–793.

Cite your sources in your work and provide references for the citations in APA format.

Submission Details:

  • Your assignment should be addressed in a 2- to 3-page document.

Differential diagnoses – headaches

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Differential diagnoses – headaches

The patient, a 32-year-old woman, was referred for headaches that had begun in her teens. 

Her headaches were described as a throbbing or pressure sensation that began behind one eye and then rapidly spread to the ipsilateral temple. Although the headaches usually occurred on the left side, on rare occasions they were right-sided.

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The severity of pain ranged from moderate to severe, and the pain often began within 1 hour of waking.
The headaches were associated with photophobia and phonophobia and tended to worsen with movement.
What is your list of differential diagnoses at this point and what additional questions might you ask or testing might you do. Please answer with evidence based sources within 5 years of publication. Include in text citations.  Differential diagnoses – headaches

NRS 493 – professional capstone and practicum

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Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP NRS 493 – professional capstone and practicum.

You are not required to submit this assignment to LopesWrite.

 

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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 Complete Contact Information
Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information Practice Setting
Name:
E-mail:
Phone Number:

 

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ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page. NRS 493 – professional capstone and practicum

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.      Individual Success Plan

2.      Reflection Journal Entry

 1.      List of potential topics for the change proposal
Topic 2 1.      Topic Selection Approval Paper

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

2.      Summary of topic category; community or leadership
Topic 3 1.      PICOT Question Paper

2.      Reflection Journal Entry

 1.      List of objectives
Topic 4 1.      Literature Evaluation Table

2.      Reflection Journal Entry

 1.      List of measurable outcomes
Topic 5 1.      Reflection Journal Entry 1.      Summary of the strategic plan

2.      Midterm Evaluation Tool
Topic 6 1.      Literature Review Table

2.      Reflection Journal Entry

 1.      List of resources
Topic 7 1.      Reflection Journal Entry 1.      Summary of the evaluation plan

2.      Remediation-if required
Topic 8 1.      Benchmark Written Capstone Project Change Proposal

2.      Reflection Journal Entry
Topic 9 1.      Reflection Journal Entry 1.      Professional Presentation
Topic 10 1.      Finalized ISP

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor

 

Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful NRS 493 – professional capstone and practicum.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

 

 

 

Practice Experience Conference Form (Pre-Conference)

 

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.

 

Overall Course Objectives:

This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.

 

Student Specific Objectives: Students are responsible for completing all experiences as mandated for program.

 

A pre-conference will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this practicum experience.  All faculty and preceptor contact information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.

 

A mid-conference/evaluation will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET).  Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development

 

A post-conference/evaluation will occur at the end of the practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are “at meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

 

Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.

Preceptor contact information (email or phone): _______________________________________

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at mid-term conference. NRS 493 – professional capstone and practicum.

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

Review progress towards meeting goals/ objectives with rationales provided to student at end of rotation.

 

Preceptor Signature: __________________________________                          Date: _______________

 

Student Signature: ____________________________________                         Date: _______________

 

 

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.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. 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.

 

NRS-493 Professional Capstone and Practicum Reflective Journal

No of Criteria: 13 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Group 1
100.0
New Practice Approaches
8.0
New practice approaches are not present.
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.
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. NRS 493 – professional capstone and practicum.
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.

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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 Percentage  100

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attempt Start Date: 25-May-2020 at 12:00:00 AM

Due Date: 31-May-2020 at 11:59:59 PM

Maximum Points: 60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 12 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0
Project Topic for Focus of Change Proposal
5.0
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed
10.0
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Detailed Description of Project Topic
15.0
A description of the project topic is omitted.
A description of the project topic is presented but is largely incomplete.
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.
A description of the project topic is presented. Minor aspects are unclear or require support.
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Effect of Identified Problem or Issue
15.0
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Topic Significance and Implications for Nursing Practice
15.0
Significance of topic and its implications for nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice
15.0
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Peer-Reviewed Articles
5.0
Fewer than six peer-reviewed articles are presented.
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Organization, Effectiveness, and Format
20.0
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. NRS 493 – professional capstone and practicum.
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 progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics 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 and varied sentence structure and audience-appropriate language are employed.
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.
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. NRS 493 – professional capstone and practicum
Total Percentage  100

Essay – Different types of drug to relieve pain

/in /by

Essay – Different types of drug to relieve pain

Your first paragraph needs to outline the different types of drug to relieve pain. Then, you ONLY select ONE type of pain medication to describe the mechanism of drug action (Pharmacology) and the therapeutic efficacy. Furthermore, you need to discuss the adverse effects, abuse potential, and toxicities of such type of drug (if applicable).

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Finally, you will describe your opinion of using such type of pain medication.
The body of the paper should be approximately 500 words (2 pages); there should also be a title page and a reference page. All sources must be cited in APA format.

NRS-493 Capstone Project Topic Selection and Approval

/in /by

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project. NRS-493 Capstone Project Topic Selection and Approval
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attempt Start Date: 25-May-2020 at 12:00:00 AM

Due Date: 31-May-2020 at 11:59:59 PM

Maximum Points: 60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval

No of Criteria: 12 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0

ORDER A PLAGIARISM-FREE PAPER NOW

Project Topic for Focus of Change Proposal
5.0
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed
10.0
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Detailed Description of Project Topic
15.0
A description of the project topic is omitted.
A description of the project topic is presented but is largely incomplete.
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.
A description of the project topic is presented. Minor aspects are unclear or require support.
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Effect of Identified Problem or Issue
15.0
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Topic Significance and Implications for Nursing Practice
15.0
Significance of topic and its implications for nursing practice is omitted. NRS-493 Capstone Project Topic Selection and Approval
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice
15.0
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Peer-Reviewed Articles
5.0
Fewer than six peer-reviewed articles are presented.
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Organization, Effectiveness, and Format
20.0
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 progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics 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 and varied sentence structure and audience-appropriate language are employed.
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.
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 Percentage  100 NRS-493 Capstone Project Topic Selection and Approval