Writink Services

10% DISCOUNT ON FIRST ORDER

measurable outcomes for your capstone project intervention

NRS 493 capstone change project outcomes

NRS 493 capstone change project outcomes

Capstone Change Project Outcomes

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

  The capstone project intervention of multimodal strategies to reduce burnout in nurses has four measurable outcomes and they are as follows:

Outcome 1: reduced turnover ratio in health care

As more nurses will collaborate together and work towards reducing stress in the work environment, turnover ratio decreases as a smaller number of nurses will leave the job (Yao et al., 2018).

Outcome 2: increased nurse to patient ratio in health care

As more nurses are recruited to handle the burden and burnout in nurses, nurse to patient ratio will increase and thus, it will further increase quality care (Lahana et al., 2017).

Outcome 3: reduced health care errors 

As number of patients per nurses will be less, then the nurses will have time to manage everything without stress and fatigue, health care errors will be less (Magtibay et al., 2017). 

Outcome 4: reduced burnout in nurses

The stress management, self-efficacy, and support will reduce burnout in nurses as burden sharing, quality interprofessional collaboration, and high nurse to patient ratio will be beneficial (Rees et al., 2019).

References 

Ang, S., Dhaliwal, S., Ayre, T., Uthaman, T., Fong, K., & Tien, C. et al. (2016). Demographics and personality factors associated with burnout among nurses in a singapore tertiary hospital.  Biomed Research International ,  2016 , 1-12. https://doi.org/10.1155/2016/6960184

Jang, H., Park, J., Choi, Y., Park, S., & Lim, H. (2016). Effect of general hospital nurses’ perception of patient safety culture and burnout on safety management activities.  Journal Of Korean Academy Of Nursing Administration ,  22 (3), 239. https://doi.org/10.11111/jkana.2016.22.3.239

Lahana, E., Papadopoulou, K., Roumeliotou, O., Tsounis, A., Sarafis, P., & Niakas, D. (2017). Burnout among nurses working in social welfare centers for the disabled.  BMC Nursing ,  16 (1). https://doi.org/10.1186/s12912-017-0209-3

Magtibay, D., Chesak, S., Coughlin, K., & Sood, A. (2017). Decreasing stress and burnout in nurses.  JONA: The Journal Of Nursing Administration ,  47 (7/8), 391-395. https://doi.org/10.1097/nna.0000000000000501

Nowrouzi, B., Lightfoot, N., Larivière, M., Carter, L., Rukholm, E., Schinke, R., & Belanger-Gardner, D. (2015). Occupational stress management and burnout interventions in nursing and their implications for healthy work environments.  Workplace Health & Safety ,  63 (7), 308-315. https://doi.org/10.1177/2165079915576931

Rees, C., Eley, R., Osseiran-Moisson, R., Francis, K., Cusack, L., Heritage, B., & Hegney, D. (2019). Individual and environmental determinants of burnout among nurses.  Journal Of Health Services Research & Policy ,  24 (3), 191-200. https://doi.org/10.1177/1355819619840373

Yao, Y., Zhao, S., Gao, X., An, Z., Wang, S., & Li, H. et al. (2018). General self-efficacy modifies the effect of stress on burnout in nurses with different personality types.  BMC Health Services Research ,  18 (1). https://doi.org/10.1186/s12913-018-3478-y

WritinkServices.com

WritinkServices.com

Don't have time to write? Get Free Quote

Previous Post NRS 493 Individual Success Plan

Next post nrs 493 capstone change project evaluation plan, leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Please Enter Active Contact Information For OTP

Verification is necessary to avoid bots.

measurable outcomes for your capstone project intervention

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

3. Constructing a Guiding Question

Learning Objectives

By the end of this chapter, you will be able to:

  • Describe the process and importance of guiding-question development for research-based capstone projects.
  • Incorporate the FINER approach into guiding question development.
  • Explain the role of the Fundamental Four in guiding question development.
  • Describe and Apply the PICOT approach to developing a specific question for your capstone projects.

This chapter introduces you to strategies and frameworks that can be used to construct a sound question to guide your capstone experience.  The FINER approach to general question development is presented followed by the Fundamental Four approach.  Finally, the Problem, Intervention, Comparison, Outcome, and Time (PICOT) approach to specific capstone question development is illustrated.  The tactics for question development introduced in this chapter will provide you with an initial basis for mutual understanding, communication, and direction for a meaningful and purposeful capstone project.

Introduction

Good literature reviews begin with a clear, answerable question that addresses an important problem, identified need, or phenomenon of interest (Considine, Shaban, Fry & Curtis, 2017).  The challenge in developing an appropriate question is in determining which professional practice uncertainties could or should be studied and rationalizing the need for their investigation.

Planning and Preparing for the Development of a Guiding Question(s) for Capstone Projects

Once a capstone topic has been selected, it is critical for you to develop a question that will support an efficient literature review (Stage 2).  A preliminary scope of literature (Stage 1, Chapter Two) regarding a selected topic will help you construct a question that will inform the rest of the literature review for your capstone project. For a question to be effective and complement the design of a capstone project, its needs to be succinct.  Additionally, guiding questions will vary in relation to the purpose it serves.  For example, the purpose of one capstone project may be to describe the experiences of participants, another may explore their experiences, while yet another may aim to compare participants’ experiences.  While all of them pertain to the participants’ experience, what is being studied in regard to the experiences differs (Burke & Dempsey, 2022).  Clarity about a capstone project’s purpose can also help you develop a good guiding question (Refer to Figure 3-1:  Words That Can Be Used for Creating a Capstone Purpose).

Figure 3.1:     Words that Can Be Used for Creating a Capstone Purposes

measurable outcomes for your capstone project intervention

Developing a General Question:  The FINER Criteria

Once you have an approved topic for your capstone project, it is important to take the time to develop a high-quality guiding question. The FINER criteria highlight useful points that should be considered in general question development (Farrugia, Petrisor, Farrokhyar & Bhandari, 2010). (Refer to Table 3.1:  The FINER Criteria).

Table 3.1:  The FINER Criteria

Sources: Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research questions,hypotheses and objectives.  Canadian journal of surgery ,  53 (4), 278; Patino, C. M., & Ferreira, J. C. (2016). Developing research questions that make a difference.  Jornal Brasileiro de Pneumologia ,  42 ,403-403.

Developing a Question:  The Fundamental Four

During the early stages of the capstone process, your guiding question may be broad in scope and subsequently difficult to answer.  Therefore, considerable care and time should be spent refining problem, need, or phenomenon of interest so the question facilitates a rigorous and robust search of the literature, using key terms and phrases.  Planning and preparing for the development of a guiding question for quality outcomes should address four fundamental questions (Considine, et al., 2017).  (Refer to Table 3.2:  The Fundamental Four for Informing Quality Research).

Table 3.2:  The Fundamental Four for Informing Quality Research

In the quest of designing a capstone project, it is crucial to invest time, energy, and resources into the construction of a guiding question before proceeding to the study design (Lopes, Hurtado-Puerto, Moreno, Fregni, Falcão & Amorim, 2016)

Transforming a General Question into a Specific Question:  The PICOT Approach

Evidence-based practice proposes that clinical problems that emerge from care practice, teaching, or research can be broken down and organized using the PICOT strategy.  PICOT represents an acronym for Population, Intervention, Comparison, Outcome, and Time.  These components are essential elements of guiding question development in evidence-based practice and in the construction of a solid question (Santos, Pimenta & Nombre, 2007).  (Refer to Table 3.3:  Description of the PICOT Strategy).   T

The PICOT approach will help you generate a specific question that aids in constructing the framework of your capstone project.  The PICOT approach also aids in program protocol development by addressing the inclusion and exclusion criteria for the population involved in your study.  Furthermore, identifying a specific population of interest, an intervention, and outcomes of interest can also help you identify and/or develop an appropriate outcome measurement tool (Farrugia, et al., 2010).  It should be noted that not all PICOT questions will require a comparison.  The decision to compare two interventions will be based on the needs of your facility and the nature of your capstone project.  Additionally, not all questions will require a time period; however, it is important to keep this aspect of your capstone project in mind while performing an extensive literature review and developing your program or intervention.

Table 3.3:  Description of the PICOT Strategy

By following the PICOT format an idea can be developed into a useful clinical question, which is the foundation for developing a comprehensive capstone project.

You do not have to be an epidemiologist or clinical research methodologist to develop a good guiding question.  Most research questions for clinical practitioners start with an idea or observation that arises from daily practice, observation, or reading of published literature.  The concept of evidence-based practice incorporates the routine of developing good clinical questions as part of day-to-day clinical or service management.  Recognizing an area that requires additional study is the first step while developing the skills to clearly articulate a question that should be asked is the next step.  Although it can be challenging and time-intensive to develop a guiding question, the strategies and approaches for constructing a guiding question included in this chapter will help you to develop and refine this skill.  Once the skill of constructing clinical questions is acquired, evidence-based practice will become commonplace and the foundation on which to design a methodologically sound capstone project is established (Heddle, 2007).

Case Study:  Constructing a Guiding Questions

  • Glynn completed Stage 1 of her literature review. During this literature review, Glynn became aware of a Health Literacy Universal Precautions Toolkit, which is an open-access resource provided to all health care professionals by the United States Department of Health and Human Services.
  • Glynn’s initial literature review also enlightened them to the fact that there is a gap in the literature regarding health literacy universal precautions and occupational therapy clinical practice. Glynn has again met with their mentor and capstone instructors, who initially approved the topic of health literacy, to discuss health literacy universal precautions and occupational therapy clinical practice as a topic for their capstone project.  Glynn’s mentor and instructors have approved this.  Glynn will initiate their research-based capstone  project by developing a guiding question.
  • After reviewing the FINER and Fundamental Form Approaches to general guiding question development, Glynn was ready to apply the PICOT framework to create a specific guiding question.
  •  Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?
  • The PIO question above will be the focus of Glynn’s research-based capstone project. Glynn is ready to begin their comprehensive and thorough literature review to locate the most current research and information supporting their project.

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

Nursing Bay

Nrs 493 topic 4 capstone change project outcomes paper.

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this  assignment to LopesWrite.

NRS493 Capstone Change Project Outcomes Sample

Every healthcare quality improvement project requires well-formulated expected outcomes to inform the specific activities. These expected outcomes are the basis for project control, monitoring, and evaluation. This essay explores the expected outcomes for the capstone project and their rationales. Expected outcomes for the diabetes education program are:

Increased medication adherence and self-care

Educating the patients will sensitize them on the importance of self-care and medication adherence. Increased knowledge leads to ethical responsibility to care. Patients efficiently carry out activities such as self-injection, exercises, and dieting after education (Lee et al., 2019)

Improved diabetes follow-up visits

Diabetes follow-up visits help determine the patients’ prognosis, make clinical decisions such as therapy changes, and manage complications as they arise (Lee et al., 2019). The follow-up visits also help in modality changes. The education program will increase the patient’s desire for a healthy life and will thus evoke initiative and responsibility.

Improved the number of patients achieving therapeutic targets in the HbA1c tests and glucose levels

Diabetes management is determined by the blood glucose levels tests, blood sugar variations, and diabetic examinations results. Education decreases patients’ negligence. They take their medications on time (the blood glucose levels remain relatively stable), eat balanced diets (avoids hypoglycemia and hyperglycemia), and adhere to their follow-up visits (thus, effective treatment changes and complications are diagnosed and treated early) (Zheng et al., 2019). Therefore, the therapeutic targets are thus relatively achieved by these individuals compared to individuals who do not receive the education.

Decreased episodes of hypoglycemia or hyperglycemia and other complications

Hypoglycemia and hyperglycemia are both consequences of poor medications adherence and self-care negligence. Poor eating habits principally cause hypoglycemia with or without medication adherence. Hyperglycemia majorly results from non-adherence to medications. These two complications are the most common yet most preventable complications in pregnancy. These expected outcomes will inform the controlling, monitoring, and evaluation processes.

Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International Journal Of Environmental Research And Public Health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323

Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of Diabetes Research, 2019. https://doi.org/10.1155/2019/1073131

NRS 493 Topic 4 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  • New practice approaches
  • Interprofessional collaboration
  • Health care delivery and clinical systems
  • Ethical considerations in health care
  • Practices of culturally sensitive care
  • Ensuring the integrity of human dignity in the care of all patients
  • Population health concerns
  • The role of technology in improving health care outcomes
  • Health policy
  • Leadership and economic models
  • Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 5 Practice Experience Conference (Mid-Conference)

Students are required to initiate a mid-conference that will occur during Topic 5, using the  “Practice Experience Conference Form (Mid-Conference)” resource. This conference is intended for the student, preceptor, and faculty to discuss progress toward meeting the learning goals and course objectives contained in the Individual Success Plan (ISP). NRS 493 Topic 4 Capstone Change Project Outcomes Paper progress toward completing the written capstone project will also be discussed, including faculty recommendations for project development. Student progress will be documented on the Clinical Evaluation Tool (CET), which is submitted in LoudCloud prior to the conference. The CET will be discussed during the mid-conference and graded in LoudCloud by the faculty after the mid-conference. If the student receives an “Unacceptable” or “Below Expectations” in any category, the student will remediate for that category of the CET.

NRS 493 Topic 5 Midterm Evaluation of Student

The preceptor will perform a midterm evaluation with the faculty. The faculty will input the evaluation content into the Lopes Activity Tracker. The student will upload the evaluation into LoudCloud after meeting with the preceptor to discuss the midterm evaluation.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS 493 Topic 4 Capstone Change Project Outcomes Paper.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 5 Clinical Practice Experience Remediation

Students who are not making appropriate progress on their capstone project and receive an “Unacceptable” or “Below Expectations” on the CET will be required to complete remediation activities. Required remediation activities are listed on the “NRS-493: Clinical Experience Remediation” document.  The required activities must be submitted in LoudCloud upon their completion by the end of Topic 7.  All required remediation activities will be reviewed and approved by the faculty.

NRS 493 Topic 5 Professional Capstone and Practicum Reflective Journal

Nrs 493 topic 5 strategic plan summary.

Assess the culture of the organization for potential challenges in incorporating the nursing practice intervention. Use this assessment when creating the strategic plan.

Write a 150-250 word strategic plan defining how the nursing practice intervention will be implemented in the capstone project change proposal.

APA style is not required, but solid academic writing is expected.

Strategic Plan Summary  Example

Various barriers may impair implementation when implementing a new change in an organization. These barriers can either be organizational or individual. Among the common barriers is resistance to change. Team members may opt to stick to their previous practice while resisting adapting to the new change. This may be attributed to a lack of knowledge about the proposed change, personal differences, poor communication strategy, or individuals perceiving change to have minimal effects. Besides, a lack of resources and organizational support for change can impair implementation. For instance, my project, which advocates for the daily use of chlorohexidine to reduce ventilator-associated pneumonia, requires a continuous supply of chlorhexidine and wipes to achieve positive outcomes. Failure to access these resources may impinge implementation, resulting in ineffectiveness. However, an exemplary implementation plan would help overcome some of the challenges.

Likewise, I came up with an implementation plan for my project. Because nurses are the intervention group in this project, I will start by surveying them to evaluate their knowledge and attitude toward the proposed evidence-based (EBP) plan. This will help in identifying gaps as well as be used for comparison after implementation of the project. Then, I will conduct sessions to educate nurses about the importance of the EBP. Demonstration of the EBP will occur concurrently with education. This aims at improving knowledge and skills about the EBP. Besides, I will encourage feedback that help in improving the proposed change.  Launching and monitoring the progress of the change project would follow. Monitoring will help make any modifications that will improve the efficiency of the project. Finally, a resistance handling plan will be put in place to address any resistance that may arise during the implementation of the change project.

CLICK HERE TO ORDER YOUR NRS 493 ASSIGNMENTS

Nrs493 strategic plan summary example 2.

Strategic planning in healthcare is vital. The planned intervention for the capstone project is diabetes healthcare education using a diabetes education checklist. Once the education is delivered, the checklist will be filled in the healthcare information system. Educating older Hispanic women will require time considerations due to their decreased ability to understand. Education is best delivered before all interventions when the client is still concentrating. Educating the patients on all aspects of care also enhances their collaboration in the activities later performed.

Healthcare education accommodates ethnic, racial, intellectual, and other reasonable and community diversities. In this capstone project, the interest population is elderly Hispanic women. As mentioned earlier, this population is financially and intellectually disadvantaged. Their intellectual capacity limits communication because most of them have poor understanding and poorly communicate in English. There is a need for mutual understanding to ensure the education delivered is effective (Squires, 2018). The language barrier is a significant potential problem for the capstone project implementation hence the need for a Hispanic interpreter to ensure effective delivery of information to and from the patient. The interpreter or interpretation system will serve the essential purpose of ensuring effective education and cultural sensitivity (Schouten et al., 2020). In addition, getting an interpreter will enhance patient morale and boost their sense of importance when they see that their needs are considered in care delivery.

Schouten, B. C., Cox, A., Duran, G., Kerremans, K., Banning, L. K., Lahdidioui, A., … & Krystallidou, D. (2020). Mitigating language and cultural barriers in healthcare communication: Toward a holistic approach. Patient Education and Counseling, 103(12), 2604-2608. https://doi.org/10.1016/j.pec.2020.05.001

Squires, A. (2018). Strategies for overcoming language barriers in healthcare. Nursing Management, 49(4), 20. https://dx.doi.org/10.1097/01.NUMA.0000531166.24481.15

NRS 493 Topic 6 Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

  • Introduction section
  • A comparison of research questions
  • A comparison of sample populations
  • A comparison of the limitations of the study
  • A conclusion section, incorporating recommendations for further research

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.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 6 Capstone Change Project Resources

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

NRS 493 Topic 6 Professional Capstone and Practicum Reflective Journal

Nrs 493 topic 7 capstone change project evaluation plan.

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal

NRS 493 Topic 4 Capstone Change Project Outcomes Paper uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NRS 493 Topic 8 Benchmark Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice .

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  • Clinical problem statement.
  • Purpose of the change proposal in relation to providing patient care in the changing health care system.
  • PICOT question.
  • Literature search strategy employed.
  • Evaluation of the literature.
  • Applicable change or nursing theory utilized.
  • Proposed implementation plan with outcome measures.
  • Discussion of how evidence-based practice was used in creating the intervention plan.
  • Plan for evaluating the proposed nursing intervention.
  • Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
  • Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

1.1:     Exemplify professionalism in diverse health care settings.

2.2:     Comprehend nursing concepts and health theories .

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

NRS 493 Topic 8 Professional Capstone and Practicum Reflective Journal

Nrs 493 topic 9 capstone project change proposal presentation for faculty review and feedback.

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

NRS 493 Topic 9 Professional Capstone and Practicum Reflective Journal

Nrs 493 topic 10 capstone project change proposal presentation.

Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.

After presenting your capstone project change proposal, write a 250-350 word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.

NRS 493 Topic 10 Individual Success Plan (ISP)

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to LoudCloud for faculty approval. Student expectations and instructions for completing the ISP document are provided on the “NRS-493 Individual Success Plan” document. Faculty must approve of the completed ISP.  Obtaining preceptor feedback and signature is the responsibility of the student.

NRS 493 Topic 10 Benchmark Professional Capstone and Practicum Reflective Journal

Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

NRS 493 Topic 4 Capstone Change Project Outcomes Paper

This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.

The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:

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

4.1:      Utilize patient care technology and information management systems.

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

5.3:      Provide culturally sensitive care.

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

NRS 493 Topic 10 Scholarly Activities

Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

NRS 493 Topic 10 Practice Experience Conference (Post-Conference)

Students are required to initiate a Post- Conference that will occur during Topic 10.  This meeting is intended for the student, preceptor, and faculty to discuss the completion of the clinical practice experience, the learning goals contained in the Individual Success Plan (ISP), and course learning objectives.

Completion of the written capstone project change proposal will also be discussed, including preceptor recommendations. Completion of the clinical practice experience will be documented on the “Clinical Evaluation Tool” (CET), which is submitted in LoudCloud prior to the Post- Conference.

The CET will be reviewed during the Post-Conference including recommendations from the preceptor.  Faculty will grade the submitted CET after the conference.

NRS 493 Topic 10 Indirect Clinical Practice Experience

Submit the completed “NRS-493 Indirect Clinical Practice Experience Hours” form to LoudCloud by the end of Topic 10.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 10 Student Evaluation of Preceptor and Site

Access the Lopes Activity Tracker to complete the “Student Evaluation of Preceptor and Site.” Upload and submit the evaluation through the dropbox in LoudCloud.

NRS 493 Topic 10 Final Evaluation of Student by Preceptor

The preceptor will complete your final evaluation in the Lopes Activity Tracker.

Both the student and preceptor must sign the form. The final evaluation is completed and submitted by the student to the Dropbox in LoudCloud.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS 493 Topic 4 Capstone Change Project Outcomes Paper course.

If there are any competencies on the final evaluation that are “Below Expectations,” this may result in failure of the course.

dmcaGroup

Logo

Need an original paper?

Order now and delegate your problem to professionals

Need professional editing?

Our experts will perfect your paper, preserving your personal style

GCU RN-BSN Professional Capstone and Practicum (NRS-493) Week 1- 10 explained

  • Views 14413
  • Author Writezilas

measurable outcomes for your capstone project intervention

Most RN-BSN student at the Grand Canyon University find this course very tough and confusing. Being the climax of their program, many lose the opportunity to finish with a 4.0 GPA just because they messed up with this course. The course is 10 weeks long. Before you begin this course ensure you have found a;

Practicum Site – you will be expect to complete 100 hours practicum at your site. Divided in to 50 hours of leadership and equal hours for community.

Preceptor/Mentor - Throughout the program, you will work in collaboration with your preceptor. It must be someone with at least a BSN and work in a hospital, public health clinic, community health, and/or a Nursing Home. He must be able to offer leadership and must be person you can contact anytime.

You will also need at least three topics which you will submit to your instructor for Approval. Conduct a deep research about the population select to ensure you will have adequate information for the study throughout the practicum. You focus will be the approved topic for the rest of the weeks.

I will provide weekly insight of task and what is expected of you. I will also provide samples and tips to complete each task.

Discussions

Topic 1 DQ1

Identify two GCU Library scholarly databases that will help you find the best research articles to support your capstone project change proposal. Discuss why these two databases are better than Google Scholar or a general Internet search.

Example of Databases from GCU library include CINHAL and PubMed.

Preview Sample Below

Topic 1 dq2.

The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020. According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which identified barriers may be addressed.

Barrier of Evidence based practice are divided in to two: Individual and organizational barriers. Example of individual barriers are Nurse personal attitude and experience while organizational barriers include lack of support and supervision. Discuss each barrier comprehensively

Individual Success Plan

Do not get confused by this form. You just need to fill the contact information, and fill in week 1. You do not need to have the whole document filled in the first week. Next scroll down to where the student is supposed to sign. Input your signature and date. Forward the same to the preceptor to sign in the option "Upon initiation of the course” and you are good to go.

NB: You need to print and manually sign, then scan. Digital signature will be rejected

Professional Capstone and Practicum Reflective Journal

Here, you are given a list of 10 topics to write about. You will need to write them in any order but it is advisable to follow the order in which they are listed to minimize chances of mixing things up. You will compile this journals at the end of course. Therefore, save them somewhere you will easily retrieve them.

The content of each topic is in relation to your chosen topic for the course.

Lopes activity hours

Proceed to the dashboard of your account and scroll down to section written ‘lopes activity’. Open it and you will need to record you weekly activity here. Remember its 100hrs. 50 hours for leadership and 50 hours for collaboration.

The rest of the tasks for week 1 are for you to get the forms signed by you and the preceptor.

During your practicum, determine what clinical problem or issue the organization is facing. Discuss two implications for nursing.

Topic 2 DQ2

What is the main issue for your organization in addressing a solution to evidence-based nursing practice? Discuss what might be the first step in addressing and resolving this issue.

Capstone Project Topic Selection and Approval

The purpose of this task is to identify an evidence-based topic for the capstone project proposal. The topic can be a clinical problem, leadership issue, organizational issue, quality improvement issue or any other issue related to patient population/community

Length 500-750 words.

Review the sample attached below.

Capstone Topic Summary

This is a summary of the interventions and category for your proposed topic. For reference, see attached sample.

Not more than 250 words in length.

Professional Capstone and Practicum Reflective Journal week 2

Topic 3 dq1.

Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

Sample Attached below

Topic 3 DQ2

Name two different methods for evaluating evidence. Compare and contrast these two methods.

PICOT Statement Paper

You are to formulate a PICOT paper base on your research issue or problem. PICOT stands for Population(P), Intervention(I), Comparison(C), Outcomes(O), and Time(T). Ensure you state your PICOT question clearly on the first paragragh.

Use this Template to formulate a PICOT question.

In ____________________(P), how does ____________________ (I) compared to ____________________(C) affect _____________________(O) within ___________(T)?

See An Example of PICOT Statement Paper

Topic 4 DQ1

Why is understanding the health care system at the local level important to consider when planning an EBP implementation? Conduct research and solicit anecdotal evidence from your course preceptor that you will take into consideration for your own change project.

Topic 4 DQ2

Compare and contrast two change theories, and determine which theory makes the most sense for implementing your specific EBP intervention. Why? Has your preceptor used either theory, and to what result?

Topic 5 DQ1

Stakeholder support is necessary for a successful project implementation. Consider your internal stakeholders, such as the facility, unit, or health care setting where the change proposal is being considered, and your external stakeholders, like an individual or group outside the health care setting. Why is their support necessary to the success of your change proposal, and how you will go about securing that support?

Topic 5 DQ2

Technology is integral to successful implementation in many projects, through either support or integration or both. Name at least one technology that could improve the implementation process and the outcomes of your capstone project change proposal. Do you plan to use this technology? If not, what are the barriers that prevent its use?

Strategic Plan Summary

Assess the culture of the organization for potential challenges in incorporating the nursing practice intervention. Use this assessment when creating the strategic plan. Write a 150-250 word strategic plan defining how the nursing practice intervention will be implemented in the capstone project change proposal. APA style is not required, but solid academic writing is expected. You are not required to submit this assignment to LopesWrite.

Professional Capstone and Practicum Reflective Journal week 5

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.

Topic 5 on the list

Topic 6 DQ1

After discussion with your preceptor, name one financial aspect, one quality aspect, and one clinical aspect that need to be taken into account for developing the evidence-based change proposal. Explain how your proposal will directly and indirectly impact each of the aspects.

Topic 6 DQ2

Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?

Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project. A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

Introduction section

A comparison of research questions

A comparison of sample populations

A comparison of the limitations of the study

A conclusion section, incorporating recommendations for further research

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

Capstone Change Project Resources

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal. The assignment will be used to develop a written implementation plan. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite.

Professional Capstone and Practicum Reflective Journal week 6

Topic 6 on the list

Topic 7 DQ1

Describe one internal and one external method for the dissemination of your evidence-based change proposal. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your change proposal to both of these groups. How will your communication strategies change for each group?

Topic 7 DQ2

In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice.

Topic 8 DQ1

Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?

Topic 8 DQ2

Not all EBP projects result in statistically significant results. Define clinical significance, and explain the difference between clinical and statistical significance. How can you use clinical significance to support positive outcomes in your project?

Benchmark - Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

Clinical problem statement.

Purpose of the change proposal in relation to providing patient care in the changing health care system.

PICOT question.

Literature search strategy employed.

Evaluation of the literature.

Applicable change or nursing theory utilized.

Proposed implementation plan with outcome measures.

Discussion of how evidence-based practice was used in creating the intervention plan.

Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.

Plan for evaluating the proposed nursing intervention.

Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN to BSN 1.1: Exemplify professionalism in diverse health care settings. 2.2: Comprehend nursing concepts and health theories. 3.2: Implement patient care decisions based on evidence-based practice.

Professional Capstone and Practicum Reflective Journal week 8

Topic 8 on the list

Topic 9 DQ1

Discuss one personal strength and one weakness you have regarding professional presentations. Name one method for improvement for each of these and discuss why it is important for you to work on these skills if you want to present your findings in a more formal setting.

Topic 9 DQ2

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical component of EBP is to ensure that practice change is part of an organization's culture so it will continue to impact outcomes over time. Name two potential barriers that may prevent your EBP change proposal from continuing to obtain the same desired results 6 months to a year from now, and your strategies for overcoming these barriers.

Capstone Project Change Proposal Presentation for Faculty Review and Feedback

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite.

Professional Capstone and Practicum Reflective Journal week 9

Topic 9 & 10 on the list

Topic 10 DQ1

Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge.

Topic 10 DQ2

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

Capstone Project Change Proposal Presentation

Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback. After presenting your capstone project change proposal, write a 250-350 word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to LopesWrite

Scholarly Activities

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10. Overview This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you. Problem This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more. Solution This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. Opportunity This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse? Program Competencies Addressed This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.

See Sample below

  If there is something left out, let us know. 

 If you would like to contribute feel free to leave a comment below

Not sure if your essay will get a good grade? WE’LL WRITE DOWN YOUR ESSAY FAST AND PROFESSIONALLY!

Post Your Comment

Recent uploads.

  • NHSFP 5004 Capella University... 17-01-2023 0 Comments
  • NR394 Week 8 Discussion:... 11-01-2023 0 Comments
  • NR447 Week 8 Discussion:... 11-01-2023 0 Comments
  • December-2022
  • January-2023
  • Capella RN-BSN (32)
  • Chamberlain RN-BSN (21)
  • HLT-306 Advanced Patient Care (15)
  • NRS-433V: Introduction to Nursing Research (13)
  • NRS-451V:Nursing Leadership and Management (10)
  • NRS-493: Professional Capstone and Practicum (1)
  • Psychology(7)

yourhomeworksolutions.com

Create a list of measurable outcomes for your capstone project intervention.

Assessment Description After working with your preceptor to assess organizational policies. create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two – three sentence rationale. The assignment will be used to develop a written implementation plan. APA style is not required, but solid academic writing is expected. You are not required to submit this assignment to LopesWrite.

Answer preview to create a list of measurable outcomes for your capstone project intervention.

Create a list of measurable outcomes for your capstone project intervention.

Get instant access to the full solution from yourhomeworksolutions by clicking the purchase button below

Applied Sciences

Article Writing

Communications

Computer Science

Counselling

Criminology

Engineering

Environmental

Food and Nutrition

History and Government

Human Resource Managment

Information Systems

Mathematics

Political Science

Terms of service

IntaSend Secure Payments (PCI-DSS Compliant)

measurable outcomes for your capstone project intervention

Provide details on what you need help with along with a budget and time limit. Questions are posted anonymously and can be made 100% private.

measurable outcomes for your capstone project intervention

Studypool matches you to the best tutor to help you with your question. Our tutors are highly qualified and vetted.

measurable outcomes for your capstone project intervention

Your matched tutor provides personalized help according to your question details. Payment is made only after you have completed your 1-on-1 session and are satisfied with your session.

measurable outcomes for your capstone project intervention

  • Homework Q&A
  • Become a Tutor

measurable outcomes for your capstone project intervention

All Subjects

Mathematics

Programming

Health & Medical

Engineering

Computer Science

Foreign Languages

measurable outcomes for your capstone project intervention

Access over 20 million homework & study documents

Create a list of measurable outcomes for your capstone project intervention.

Sign up to view the full document!

measurable outcomes for your capstone project intervention

24/7 Homework Help

Stuck on a homework question? Our verified tutors can answer all questions, from basic  math  to advanced rocket science !

measurable outcomes for your capstone project intervention

Similar Documents

measurable outcomes for your capstone project intervention

working on a homework question?

Studypool, Inc., Tutoring, Mountain View, CA

Studypool is powered by Microtutoring TM

Copyright © 2024. Studypool Inc.

Studypool is not sponsored or endorsed by any college or university.

Ongoing Conversations

measurable outcomes for your capstone project intervention

Access over 20 million homework documents through the notebank

measurable outcomes for your capstone project intervention

Get on-demand Q&A homework help from verified tutors

measurable outcomes for your capstone project intervention

Read 1000s of rich book guides covering popular titles

measurable outcomes for your capstone project intervention

Sign up with Google

measurable outcomes for your capstone project intervention

Sign up with Facebook

Already have an account? Login

Login with Google

Login with Facebook

Don't have an account? Sign Up

IMAGES

  1. What is the Capstone Project

    measurable outcomes for your capstone project intervention

  2. Effective Capstone Project Examples for You to Follow

    measurable outcomes for your capstone project intervention

  3. 7. Mapping Out your Capstone Project

    measurable outcomes for your capstone project intervention

  4. Capstone Project Guidelines

    measurable outcomes for your capstone project intervention

  5. Buy Capstone Project from Professionals

    measurable outcomes for your capstone project intervention

  6. Capstone Project Stage 1

    measurable outcomes for your capstone project intervention

VIDEO

  1. TESIM online learning

  2. Learn from a professor

  3. OBE 2: Writing Measurable Learning Outcomes Workshop (15.03.2024)

  4. "measurable outcomes" in public school

  5. Pay Attention Before It's Too Late

  6. OT Capstone Project

COMMENTS

  1. NRS 493 capstone change project outcomes

    The capstone project intervention of multimodal strategies to reduce burnout in nurses has four measurable outcomes and they are as follows: Outcome 1: reduced turnover ratio in health care. As more nurses will collaborate together and work towards reducing stress in the work environment, turnover ratio decreases as a smaller number of nurses ...

  2. Chapter 7. Developing an Evaluation Plan

    Ch. 7 "If it's worth doing, it's worth measuring.". -Unknown. Many capstone projects revolve around changes to systems, processes, or strategies. In our previous chapter we discussed the importance of having a well-organized implementation plan as a component of success. But once you have implemented your project work, how will you know ...

  3. 3. Constructing a Guiding Question

    Once you have an approved topic for your capstone project, it is important to take the time to develop a high-quality guiding question. ... Furthermore, identifying a specific population of interest, an intervention, and outcomes of interest can also help you identify and/or develop an appropriate outcome measurement tool (Farrugia, et al., 2010).

  4. Capstone Change Project Outcomes

    Capstone Change Project Outcomes My capstone project intervention is to decrease the rate of readmission at an acute care hospital setting. Measurable outcomes from implementing this change are as follows: Patients will show interest in participating in discharge planning especially in preventing readmission. Having patients participate in ...

  5. Chapter 8. Finalizing Your Capstone Project and Reflection

    Consider your capstone project development as a professional development opportunity that you will bring with you into your organization, your career and your approach to personal growth and enrichment. Reflect on your accomplishments in a manner that brings perspective around achievement, success and continuous improvement.

  6. NRS 493 Topic 4 Capstone Change Project Outcomes Paper

    NRS 493 Topic 4 Capstone Change Project Outcomes Paper. After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

  7. Capstone Change Project Outcomes.docx

    2 Measurable Outcomes for the Capstone Project Intervention The proposed intervention for the capstone project is to develop and implement a standard bedside procedure that will enable proper communication between nurses during the handoff of a patient from the hospital setting to a long-term care facility. The implementation of the project will also allow effective transfer of patient ...

  8. PDF Writing Measurable Learning Outcomes

    components of a measurable learning outcome are: Student learning behaviors. Appropriate assessment methods. Specific student performance criteria / criteria for success. When writing a measurable learning outcome, it is important to: focus on student behavior use simple, specific action verbs select appropriate assessment methods state desired ...

  9. Writezilas

    Capstone Project Topic Selection and Approval. The purpose of this task is to identify an evidence-based topic for the capstone project proposal. The topic can be a clinical problem, leadership issue, organizational issue, quality improvement issue or any other issue related to patient population/community. Length 500-750 words.

  10. Capstone Change Project Outcomes » Nursing Experts

    After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.Capstone Change Project Outcomes.

  11. Taking Steps to Prevent Falls

    Project Statement/Problem statement: Taking Steps to Prevent Falls is a capstone project which is aimed to introduce a. fall prevention program to help reduce falls in residents in a specific long-term/skilled. nursing facility, which can improve the quality of care.

  12. After working with your preceptor to assess organizational policies

    After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale. The assignment will be used to develop a written implementation plan.

  13. Create a list of measurable outcomes for your capstone project intervention

    Create a list of measurable outcomes for your capstone project intervention. After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention (Fall prevention program for at risk patients). Write a list of three to five outcomes for your proposed intervention. Below ...

  14. Create a list of measurable outcomes for your capstone project

    Guidelines to consider when creating measurable outcomes for your capstone project intervention on falls during hospitalization: Specificity: Ensure that each outcome is clear, specific, and well-defined. Avoid vague language or ambiguous terms that could lead to different interpretations. Measurable: Each outcome should be quantifiable and ...

  15. After working with your preceptor to assess organizational

    After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two - three sentence rationale. My PICOT Question: In elderly individuals aged 65 and older ...

  16. Create a list of measurable outcomes for your capstone project

    Assessment Description After working with your preceptor to assess organizational policies. create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two - three sentence rationale.

  17. A-List-of-Measurable-Outcomes-for-the-Capstone-Project.docx

    A LIST OF MEASURABLE OUTCOMES FOR THE CAPSTONE PROJECT2 A List of Measurable Outcomes for the Capstone Project a) Decreased rate of new cases of COVID-19 infections and prevalence among Africa-Americans in New York. When the World Health Organization declared Corona Virus a global emergency, it stated that all preventive measures' ultimate goal is to combat the spread of this disease (Sohrabi ...

  18. SOLUTION: NRS 493 GCU Capstone Change Project Outcomes ...

    Capstone Change Project Outcomes After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.The assignment will be used to develop a written implementation plan.APA style is not ...

  19. Nrs 493 week 4 capstone change project outcomes

    for your capstone project intervention. Write a list of three to five outcomes for your proposed. intervention. Below each outcome, provide a one or two sentence rationale. The assignment will be used to develop a written implementatio n plan. APA style is not required, but solid academic writing is expected. You are not required to submit this ...

  20. Create A List Of Measurable Outcomes For Your Capstone Project Intervention

    2/3. OUTCOME MEASURES 2. Outcome Measures. One of the outcomes that can be measured is fall-rate per 30 days. The measure will. involve estimating how many cases happen per month to see improvements ( Choi et al., 2017 ). A reduction in the rate will show improved performance as a result of the measures. Another outcome should be the percentage ...

  21. After working with your preceptor to assess organizational

    After working with your preceptor to assess organizational policies, generate a list of measurable outcomes for your capstone project intervention "Reduction of the rate of falls at Camino Healthcare", and include a list of three to five outcomes for your proposed intervention.. Below each outcome, provide a two - three sentence rationale.

  22. After working with your preceptor to assess organizational policies

    After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

  23. After working with your preceptor to assess organizational

    After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two - three sentence rationale.