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NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

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BSN-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. After a patient care interaction, it is important to evaluate how well you addressed the criteria set for the nurse-patient interaction and consider future improvements. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018). NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

PREPARATION

This assessment requires you to prepare a 5–10 minute video reflection on your capstone clinical practicum experience. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Complete the following preparatory activities:

  • If necessary, set up and test your microphone or headset per the manufacturer instructions.
  • Practice using the equipment to ensure the audio quality is sufficient.
  • Consult the Campus resource Using Kaltura [PDF] for guidance on recording and uploading your assessment in the courseroom.
  • Begin developing your reflection. Some questions you might address in your reflection video are:
    • What were your most important outcomes or findings?
    • What challenges did you overcome throughout your project?
    • How did your initial research and evidence base help you plan and execute your capstone project?
    • How were the outcomes similar to and different from your expectations?
    • How did you feel your professional product turned out?
    • What impacts of the implementation of your professional product did you observe?
    • To what degree were you successful in using technology in your capstone project?
    • How did organizational or governmental health policy impact the way in which you approached your project?
    • What contributions did you make to your organization’s policies throughout the course of your project?
    • In which areas do you feel you grew the most?
    • How will your learning affect your professional practice and ability to implement ethical care in accordance with professional codes of conduct?
    • What would you do differently if you could do the capstone project or program again?
    • What accomplishment are you most proud of, within the context of the capstone or the program as a whole?
  • Examine your capstone project through the lens of your initial plan and literature review. NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

INSTRUCTIONS

Use Kaltura to record a 5–10 minute video reflection addressing the following scoring guide grading criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score:

  • Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature.
  • Reflect on the degree to which health care technology was successfully used to improve outcomes or communication to relevant stakeholders in the capstone project.
  • Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project as well as any contributions to policy development that the project made.
  • Reflect on personal and professional growth throughout the capstone project and the BSN program, paying special attention to growth related to the provision of ethical care and demonstration of professional standards.
  • Communicate audibly and professionally, using proper grammar and including a reference list formatted in current APA style.

Important Note: You do not need to submit the transcript of your video, but do address each scoring guide criterion in the video, including a discussion of authors in the literature who support the ideas presented. Please submit a separate APA-formatted reference list for the resources discussed in your reflection.

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Assessment 4 Instructions: Capstone Reflection

Develop a 5-10 minute video in which you reflect on your capstone experience. Complete this assessment fourth.

For this assessment, you will reflect on various aspects of your capstone experience. This will give you a chance to discuss elements of the project of which you are proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Make clinical and operational decisions based upon the best available
    • Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the
  • Competency 4: Apply health information and patient care technology to improve patient and systems
    • Reflect on the degree to which health care technology was successfully used in the capstone project to improve outcomes or communication to relevant
  • Competency 5: Analyze the impact of health policy on quality and cost of
    • Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions to policy development made by the
  • Competency 8: Integrate professional standards and values into
    • Reflect on personal and professional growth throughout the capstone project and the BSN program, with special attention to growth related to ethical care provision and demonstration of professional
    • Communicate professionally and audibly, using proper grammar and current APA

Important: You must complete all of the assessments in order for this course.

Professional Context

BSN-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. After a patient care interaction, it is important to evaluate how well you addressed the criteria set for the nurse-patient interaction and consider future improvements. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

Preparation

This assessment requires you to prepare a 5–10 minute video reflection on your capstone clinical practicum experience. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.

Complete the following preparatory activities:

  • If necessary, set up and test your microphone or headset per the manufacturer
  • Practice using the equipment to ensure the audio quality is
  • Consult the Campus resource Using Kaltura [PDF] for guidance on recording and uploading your assessment in the
  • Begin developing your Some questions you might address in your reflection video are:
    • What were your most important outcomes or findings?
    • What challenges did you overcome throughout your project?
    • How did your initial research and evidence base help you plan and execute your capstone project?
    • How were the outcomes similar to and different from your expectations?
    • How did you feel your professional product turned out?
    • What impacts of the implementation of your professional product did you observe?
    • To what degree were you successful in using technology in your capstone project?
    • How did organizational or governmental health policy impact the way in which you approached your project?
    • What contributions did you make to your organization’s policies throughout the course of your project?
    • In which areas do you feel you grew the most?
    • How will your learning affect your professional practice and ability to implement ethical care in accordance with professional codes of conduct?
    • What would you do differently if you could do the capstone project or program again?
    • What accomplishment are you most proud of, within the context of the capstone or the program as a whole?
  • Examine your capstone project through the lens of your initial plan and literature
Instructions

Use Kaltura to record a 5–10 minute video reflection addressing the following scoring guide grading criteria. Please study the scoring guide carefully so you know what is needed for a distinguished score:

  • Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the
  • Reflect on the degree to which health care technology was successfully used to improve outcomes or communication to relevant stakeholders in the capstone
  • Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project as well as any contributions to policy development that the project
  • Reflect on personal and professional growth throughout the capstone project and the BSN program, paying special attention to growth related to the provision of ethical care and demonstration of professional
  • Communicate audibly and professionally, using proper grammar and including a reference list formatted in current APA

Important Note: You do not need to submit the transcript of your video, but do address each scoring guide criterion in the video, including a discussion of authors in the literature who support the ideas presented. Please submit a separate APA-formatted reference list for the resources discussed in your reflection.

Additional Requirements
  • References: Cite a minimum of three scholarly and/or authoritative sources to support your
  • APA style and format: Submit, along with the video, a separate references page that follows APA style and formatting Refer to the APA Module as needed.

Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos – An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4). Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/13820

Plan Proposal Sample – NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

Proposed Plan

Many unnecessary deaths and higher healthcare expenses are brought on by adverse drug reactions. One tactic that can be used in the healthcare setting to lower the likelihood of adverse responses is medication reconciliation. The prevention of hazardous drug reactions also depends on the patient’s comprehension of medicine and adverse drug reactions. This project plan focuses on developing a medication reconciliation process and educating elder patients within the healthcare organization to reduce the possibility of drug interactions. The project targets older patients 65 years and above admitted in the healthcare organization in a bid to reconcile their records for improved medication monitoring and improve their knowledge on adverse drug reactions. The project will reduce medication errors, misinformation about drugs, and drug abuse. 

The project will be implemented in the hospital where the learner is currently undertaking their clinical practicum and hence the learner will be the project leader for this particular intervention. The reconciliation will only capture a section of the in-patient population owing to the scope of this project. Older adults are more likely to encounter polypharmacy due to high cormobidites in the population (Lavan & Gallagher, 2016). Therefore, they are the primary target for the medication reconciliation and education program. This context of project implementation is the primary clinical practice departments where the learner is attached. By testing the effectiveness and results of the project on older adults, it will be possible to expand medication reconciliation and education to other populations and implement the project in a larger scope and more effectively with the entire patient population.

The project will be implemented through nurses’ involvement in interviewing patients and comparing their medication history with the medical chart. One of the major causes of drug reactions is the lack of knowledge on the part of the practitioner, mainly due to out-of-date records that may misguide them (Pedrós, Formiga, Corbella, & Arnau, 2016). This process will, therefore, be an intervention to update records using the latest drug and medication information of patients. Nurses will interview patients to gather information on their history of medication. This information will then be compared with the medical chart and nurses will identify any drug-related problem and potential risks with medications in the future. This process will require the presence or consent of caregivers for older adults who cannot properly communicate, and patients whose medical condition may limit their communication or cognitive functioning. This intervention will basically be a process of data collection and reconciliation with the existing records for better insight on patient medication. NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

Drug therapy in the hospital setting may work in the short-term but may fail in the long-run without the necessary collaboration and coordination of care. Medication reconciliation is a process of instituting practices and guidelines which will maintain proper medication while in the hospital and after discharge of the patient. The program, therefore, assists in avoiding medication errors and institutes a pro-active approach to drug therapy to avoid negative outcomes (Redmond et al., 2018). The project, therefore, will reduce the incidence of medication errors and drug reactions which can be deadly in some instances. This project is thus necessary since it provides an opportunity to reduce instances of drug reactions and other adverse events caused by medications by updating records and keeping the patients aware of the medication they take and the reactions from the same.

The project implementation will include a process of consulting with patients to understand the medication they are taking and maintain a medication log sheet for them. Nurses will use the medication chart to review current and previous medications that patients have been taking. This will help the patients in learning potential effects of the medication they have and contribute in building log sheets for their medication to effectively monitor them. This collaborative effort will allow clarity and set up a platform for older patient education. Brief educative sessions will be held with each patient and additional material such as pamphlets will be provided for patients’ reference.

Technology

As in any other healthcare process, medication reconciliation utilizes several technological tools to aid in the process. One tool that has been presented is the use of telehealth as a means of collecting information. The article by Castelucci (2019) proposes that the use of telehealth can speed the process and hence reduce the hassle of personally visiting every patient. This tool presents the potential for remote connection with patients who are at their homes and conducting interview on medication for improved decision-making. Telehealth is also useful in keeping patients updated by communicating with them remotey and sending educational content for them to be educated on medication reconciliation. When compared to other tools, this is just a mediation technology to connect remote patients with their nurses and physicians without the need for them to visit the hospital. This tool has been supported by the literature as Castelucci (2019) claims that it has been effectively implemented in New York-Presbyterian/Weill Cornell Medical Center, Queens, Columbia, and Allen Branches. The major barrier of this tool is that it may not be available for many outpatients and hence it is hard to implement in the general operations of the hospital.

In addition to using telehealth with remote patients attending the hospital, tablet computers will be used to record and maintain records of medication during the medication reconciliation process. The aim of using tablet computers is to effectively collect data from the patients and harmonize it to produce a compiled log sheet for the patient’s medication records purposes. Tablet computers can be used in the hospital setting to increase patent engagement. Research by Greyen et al. (2016) showed that bedside training using tablet computers is effective in helping older adults to engage more with personal health records and processes. Tablet computers will thus be used for not only record taking but also educating patients on medicatons and medication reconciliation. The basic approach to using the computers will be that they will be availed to the nurse for them to easily take notes and also display certain aspects of patient medication to the patent during education.

When comparing tablet computers with conventionally using phone calls for telehealth, this technology seems to be more expensive to launch and utilize as well as maintain in the hospital. Vaportzis, Clausen, and Gow (2017) highlight challenges in the use of tablet computers by highlighting that older adults may not be savvy with this technology and hence it may not be of much help to them. These opposing viewpoints present the major barrier of technology awareness and access for older adults. This barrier is in telehealth whereby patients may not know how to use interactive technology such as Skype and hence communicating remotely with them may be a challenge. Therefore, although the proposed technology may be very helpful in medical reconciliation and older adult education, barriers to access and usage should be expected. NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

Impact of Policies

This project will be affected by organizational and government policies regarding accessing patient records. Since the project targets the general in-patient population, there are no pertinent population-related policies that should be paid attention. However, the Health Insurance Portability and Accountability Act (HIPAA) provides several regulations on how to access and use patient information. According to Tovino (2016), HIPAA presents definitions for protected health information (PHI) and the access to and sharing of this information are restricted under the law. PHI presents a range of information that can tie data to specific individuals and includes information such as names, addresses, social security numbers, and others. The main issue with this policy is how practitioners access and use data in their research. Tovino (2016) highlights the issue of authorization and the use of information only for medical purposes. PHI should be accessed by only authorized medical personnel and sharing it with third parties should be on a basis for treatment of the patient with their consent.

The restrictions on PHI will affect this project by determining the people authorized to access patient data, the process of gaining authorization, and processes through which information and data are put. Under the Privacy Rule of HIPAA, patient information may be used for health care operations and hence medical trainees and nursing students are granted access to this information (Tovino, 2016). Generally, obtaining information from the patients by the learner will be authorized by the supervisor but they have to adhere to hospital policies and the HIPAA Privacy Rule as well. Therefore, the learner has to maintain confidence and privacy of patient information and only use it for the project process alone.

The HIPAA Privacy Rule which is applicable to this project has been lauded as effective although several flaws have been exposed. First, the rule presents a legal basis for protecting patient data from third parties that may benefit from it. Therefore, the rule has been effective in maintaining patients’ privacy. On the other hand, when compared to the European Union’s General Data Protection Regulation, the regulation falls short of the expectations on patient privacy protection. According to McKinstry (2018), the regulation has only gone so far to protect confidentiality of patients but the privacy of their data is faced with flaws. The inability of the regulation to effectively protect the privacy of data makes it flawed and produces the need for more effective systems in performing this role. However, this regulation minimally affects the project and hence its effectiveness may not be of much concern to this proposal.

Moreover, this project proposal relies on the influential role of nurses on policy-making and leadership to improve health outcomes and performance in the organization. For nurses to be influential, they have to see themselves as professionals with the responsibility to direct and influence care towards improvement. Salmond and Echevarria (2017) view the nurse as instrumental because they have direct contact with the patient and hence should be involved in collaborative policy-making. The role of the nurse is to provide feedback from the practice to ensure that policies align with the needs of healthcare and patients. In addition, the nurse leader is a force of change in the organization as they direct models of care, patient handling, and multi-disciplinary teams. The nurse leader links the worker to the management and administration of the organization. They are thus the link between administration and healthcare floor work by the nurses. The nurse leader thus transmits information between the two levels for organizational improvement. Through their leadership in nursing, they identify relevant improvement opportunities and provide these ideas to the administration as proposals. That way, they can propel better patient outcomes by communicating patient and employee needs and also improvement needs of the organization.

Strategies for Communicating and Collaborating

Communication and collaboration with stakeholders are crucial in making this project a success. This project integrates several stakeholders whose cooperation and collaboration is required for effective patient outcome improvement. First, the patients will be directly involved in the project since they will provide information on their medication history. Therefore, they are the core sources of data and information and their collaboration and communication are essential. Secondly, nurses and other nursing students will also be involved in interviewing patients who will be involved in this project. The nurse learner will be counting on the collaboration of other nurses and the patients in creating and maintaining the medication log sheets as well as educating older adults on medication reconciliation.

Stakeholder input in improving care is critical for this project due to the quality of outcome and the success in data comparison. When stakeholders are involved in decision-making and their input considered during the project, they are likely to own the work more and contribute more to the project. Auvinen (2017) claims that involvement of stakeholders is essential because it increases the potential for innovation and also raises the quality of decisions that are made during the project. Therefore, involving stakeholders will improve the project by integrating elements of collaboration that not only boost outcomes but also make the project work more efficient. The input of stakeholders is thus identified as central to the project implementation.

The literature on communication and collaboration in healthcare provides various best practices for enhancing patient outcomes in clinical practicum. The first principle is that the practitioners should effectively define their collaborative approach in healthcare. According to Foronda, MacWilliams, and McArthur (2016), before collaboration begins, the healthcare collaborative team has to be well-defined with the roles and expectations having been highlighted as well. Additionally, it is crucial to assign roles and define the basic communication approaches. For instance, every team member has to know the specific actions they will be undertaking and how to communicate with other members. Lastly, for effective communication and collaboration, a reflective approach to the project should be used. The team should review their progress and how the project is going on to make improvements and adjustments for the better.

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References

Auvinen, A. M. (2017). Understanding Stakeholders as a Success Factor for Effective Occupational Health Care. Occupational Health, 25-43.

Castelucci, M. (2019, Mar. 2). Using telehealth to conduct medication reconciliation. Modern Healthcare. Retrieved from https://www.modernhealthcare.com/care-delivery/using-telehealth-conduct-medication-reconciliation

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse education in practice, 19, 36-40.

Greysen, S. R., Mendoza, Y. M., Rosenthal, J., Jacolbia, R., Rajkomar, A., Lee, H., & Auerbach, A. (2016). Using tablet computers to increase patient engagement with electronic personal health records: protocol for a prospective, randomized interventional study. JMIR research protocols, 5(3), e176.

Lavan, A. H., & Gallagher, P. (2016). Predicting risk of adverse drug reactions in older adults. Therapeutic advances in drug safety, 7(1), 11-22. NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

McKinstry, C. J. (2018). The HIPAA Privacy Rule: Flawed Privacy Exposed When Compared with the European Union’s General Data Protection Regulation. Journal of Health Care Finance.

Pedrós, C., Formiga, F., Corbella, X., & Arnau, J. M. (2016). Adverse drug reactions leading to urgent hospital admission in an elderly population: prevalence and main features. European Journal of Clinical Pharmacology, 72(2), 219-226.

Redmond, P., Grimes, T. C., McDonnell, R., Boland, F., Hughes, C., & Fahey, T. (2018). Impact of medication reconciliation for improving transitions of care. Cochrane Database of Systematic Reviews, (8).

Salmond, S. W., & Echevarria, M. (2017). Healthcare transformation and changing roles for nursing. Orthopedic Nursing, 36(1), 12.

Tovino, S. A. (2016). The HIPAA Privacy Rule and the EU GDPR: illustrative comparisons. Seton Hall L. Rev., 47, 973.

Vaportzis, E., Giatsi Clausen, M., & Gow, A. J. (2017). Older adults perceptions of technology and barriers to interacting with tablet computers: a focus group study. Frontiers in psychology, 8, 1687.

Professional Product Development Sample

Professional Product development

Summary of intervention and implementation

The main focus for this paper is to create a professional product which will help to respond to the health needs of a given population, as mentioned in the previous assessments. Essentially, the primary aim for the project is to create an educational plan which is supported by medication reconciliation processes targeting the older adults in the community (Pandolfe, Wright, Slack & Safran, 2018). The selection of this product came from the idea that the older populations sometimes face challenges arising from adverse drug reactions of the medications given by the respective practitioners. Sometimes, the occurrence of medical errors has threatened the abilities of the respective patients to achieve the desired levels of goals. Therefore, providing the platform for medical reconciliation will help in the reduction of the main factors which may cause adverse effects for the older patients. Adverse drug reaction has been one of the main factors which influence the abilities of a given health entity to provide the required care levels to the beneficiaries as a result of possibilities of errors in prescriptions. Adverse drug reactions remain one of the leading causes of deaths in the community in the older populations.

The primary intervention for this issue was the creation of an educational plan. The plan aimed at providing sufficient information to the patients about the effects of adverse drug reactions. On the other hand, the plan contained information about the best practices that would be used to reduce the occurrence of such a problem in the future. Therefore, the first step was to gather information about the target population in terms of the main health conditions and challenges affecting them. The main focus was to collect data and analyse the findings with the help of collaborators such as the nurses, nursing home providers and professional therapies involved in the affairs of the older populations in the community (Foronda, MacWilliams & McArthur, 2016; Splawski & Minger, 2016). The main participants were the older populations in various hospitals and nursing homes. To complete the project, the main framework used was based on ethics and the foundation for project management. Through constant communication and collaboration, the other professional teams maintained the desired level of connection with the underlying processes. The main finding was that adverse drug reactions remain one of the major causes of deaths ion the older populations in the community. Also, medication reconciliation and education would act as the ultimate solution to the problems witnessed in the context (Redmond et al. 2018).

Evidence-based rationale

This project developed an educational plan targeting the older populations with problems arising from poor insight into the medications provided. Adverse drug reactions remained the main focus of the project. The selection of this product was informed by the idea that offering education would help to provide an insight into the effects of adverse drug reactions. Through the creation of medical reconciliation as the main intervention, it is possible to harmonize the past medical records and prescriptions of the target patients to improve the level of health monitoring (Flanagan & Beizer, 2016). This product aligns with the main intervention since it supplements medical reconciliation through increasing knowledge about its importance in reducing the risks of adverse drug reactions.

Patient education will help to improve the health outcomes of the patients since it will inform them about the benefits of harmonizing and understanding past medications. In case of an error made in the past, it is possible to highlight it and implement the right interventions to improve monitoring. The patient experience will be improved through increased knowledge about the importance of medication reconciliation hence reducing the chances of adverse drug reactions. On the same note, this program will raise awareness on the best practices to use to reduce adverse drug reaction rates. Adverse drug reactions have led to an increase in the costs of care while at the same time reducing the quality of life of patients. Past research and evidence-based practices support education as a way of improving knowledge and awareness in a community. Through raising awareness, it is possible to create a reliable platform for improved care delivery and guaranteeing positive health outcomes for the patients.

References

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An integrative review. Nurse education in practice, 19, 36-40.

Redmond, P., Grimes, T. C., McDonnell, R., Boland, F., Hughes, C., & Fahey, T. (2018). Impact of medication reconciliation for improving transitions of care. Cochrane Database of Systematic Reviews, (8). https://pubmed.ncbi.nlm.nih.gov/30136718/

Pandolfe, F., Wright, A., Slack, W. V., & Safran, C. (2018). Rethinking the outpatient medication list: increasing patient activation and education while architecting for centralization and improved medication reconciliation. Journal of the American Medical Informatics Association, 25(8), 1047-1053. https://pubmed.ncbi.nlm.nih.gov/29788309/

Splawski, J., & Minger, H. (2016). Value of the pharmacist in the medication reconciliation process. Pharmacy and Therapeutics, 41(3), 176.

Flanagan, N., & Beizer, J. (2016). Medication reconciliation and education for older adults: using the 2015 AGS Beers Criteria as a guide. Home healthcare now, 34(10), 542-549. NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

SCORING GUIDE – NURS FPX 4900 Capella University Role of Literature and Evidence in Capstone Project Presentation

Use the scoring guide to understand how your assessment will be evaluated.

Capstone Reflection Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Reflect on use of Does not reflect on Reflects on use of Reflects on use of Reflects on use of
evidence and the use of evidence and evidence and the evidence and the evidence and the
literature to plan and the literature to plan literature to plan and literature to plan and literature to plan and
implement a and implement a implement a capstone implement a implement a capstone
capstone project, capstone project nor project, or compares capstone project, project, and compares
and compare project compare project project outcomes to and compares project outcomes to
outcomes to initial outcomes to initial initial predictions project outcomes to initial predictions based
predictions based predictions based on based on a review of initial predictions on a review of the
on a review of the a review of the the literature but not based on a review of literature. Explains how
literature. literature. both. the literature. evidence-based practice
principles informed this
aspect of the capstone
project.
Reflect on the Does not reflect on Identifies, but does Reflects on the Reflects on the degree
degree to which the degree to which not reflect on success degree to which to which health care
health care health care of, health care health care technology was
technology was technology was technology leveraged technology was leveraged successfully
leveraged leveraged to improve outcomes leveraged to improve outcomes or
successfully to successfully to or communication to successfully to communication to
improve outcomes improve outcomes or relevant stakeholders improve outcomes or relevant stakeholders in
or communication to communication to in a capstone project. communication to a capstone project.
relevant relevant relevant Notes opportunities to
stakeholders in a stakeholders in a stakeholders in a improve health care
capstone project. capstone project. capstone project. technology use in
personal practice.
Reflect on how Does not reflect on Identifies but does not Reflects on how Reflects on how
organizational and how organizational reflect on how organizational and organizational and
governmental health and governmental organizational and governmental health governmental health
policy influenced the health policy governmental health policy influenced the policy influenced the
planning and influenced the policy influenced the planning and planning and
implementation of a planning and planning and implementation of a implementation of a
capstone project, as implementation of a implementation of a capstone project, as capstone project, as well
well as any capstone project, nor capstone project, nor well as any as any contributions of
contributions of the on any contributions on contributions of contributions of the the project to policy
project to policy of the project to the project to policy project to policy development. Notes
development. policy development. development. development. specific observations
related to the BSN-
prepared nurse’s role in
policy implementation
and development.
Reflect on personal Does not address Describes but does Reflects on personal Reflects on personal and
and professional personal and not reflect on and professional professional growth
growth throughout professional growth personal and growth throughout throughout the capstone
the capstone project throughout the professional growth the capstone project project and the BSN
and the BSN capstone project and throughout the and the BSN program, addressing the
program, addressing the BSN program. capstone project and program, addressing provision of ethical care
the provision of the BSN program or the provision of and demonstration of
ethical care and does not fully address ethical care and professional standards.
demonstration of the provision of demonstration of Notes specific growth
professional ethical care and professional areas of personal or
standards. demonstration of standards. professional pride.
professional
standards.

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CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Does not communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Communicates in a presentation that is unclear or inaudible, poorly organized, and/or contains errors in grammar, spelling, and/or use of APA style. Communicates professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. Communicates professionally in an exceptionally clear, audible, and well- organized presentation, with flawless grammar, spelling, and use of APA style.

 

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