Last Updated: Apr 6, 2022, 5:36 AM
Professional Capstone and Practicum
NRS-493 6 Credits Apr 4 – Jun 12, 2022
Course Description
This is a writing-intensive course. The course combines scholarly activities with clinical practice experiences
designed to synthesize learning into the practice environment and impact health outcomes. Learners
participate in planned, clinical experiences that refne professional competencies at the baccalaureate level
and enable learners to integrate new knowledge and higher level skills to advance nursing practice. Clinical
practice hours will be dedicated to learning objectives in leadership and in community health. The professional
capstone project ofers learners the opportunity to propose a resolution to an issue or problem signifcant to
nursing practice within a clinical environment. Learners identify, design, and propose an evidence-based
solution within a health care organization with guidance from faculty and a preceptor in the feld. The proposal
must refect synthesis and integration of course content and professional practice. Development of the
capstone project is guided by the baccalaureate program learner learning outcomes. Clinical hours: 100.
Combined ; 50 hours in leadership and 50 hours in community health. Prerequisites: NRS-430V, NRS-429VN,
NRS-434VN, NRS-428VN, HLT-362V, NRS-433V, PHI-413V, NRS-451VN, NRS-410V, and NRS-440VN.
Instructor Contact Information
Class Resources
Optional: GCU Library Webinars
For additional information, the following is recommended:
Review the webinar information ofered by the GCU Library. From the “Webinars and Workshops: Webinar
Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection.
Webinar participation is optional.
http://libguides.gcu.edu/webinars
Clinical Practice Experience Clinical Evaluation Tools
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1. The “Student Evaluation of Preceptor” will be completed by the student and submitted to the course faculty
at the end of the course.
2. The “Student Evaluation of Agency/Site” will be completed by students, validated by faculty regarding the
clinical site, and submitted to course faculty at the end of the course.
After completing these documents, submit them to the instructor in LoudCloud.
Clinical Practice Experience Clinical Evaluation Tools
1. The “Student Evaluation of Preceptor” will be completed by the student and submitted to the course faculty
at the end of the course.
2. The “Student Evaluation of Agency/Site” will be completed by students, validated by faculty regarding the
clinical site, and submitted to course faculty at the end of the course.
After completing these documents, submit them to the instructor in LoudCloud.
Expectations for the Professional Capstone Project Change Proposal
The capstone project change proposal is a clinical practice experience assignment that ofers students an
opportunity to research and propose an evidence-based, nursing intervention to address an issue signifcant
to nursing practice within a clinical environment. Students must identify a specifc patient population, or
clinical department, within their chosen practicum environment to design and propose an evidence-based
solution. Faculty must approve capstone project change proposal topics. Faculty and preceptors support
students toward project completion.
Examples of appropriate clinical practice experience assignments are listed in the Course Materials and in
Appendix A of the AACN document titled: “White Paper: Expectations for Practice Experiences in the RN to
Baccalaureate Curriculum.”
https://www.aacnnursing.org/Portals/42/News/White-Papers/RN-BSN-Expectations-White-Paper.pdf
NRS-493 Discussion Questions
NRS-493 Capstone Project Change Proposal Deliverables Table
The “NRS-493 Capstone Project Change Proposal Deliverables Table” is list of items that must be completed
and submitted by the student each week. Included in the deliverables table are assignments, direct clinical
hours, and indirect clinical hours broken down by week. This table is meant to assist the student in
constructing the capstone project change proposal successfully.
NRS-493 Course Revision History
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Nursing and Health Sciences
Explore “Nursing and Health Sciences,” located on the Grand Canyon University website.
This is a discipline-specifc research page to assist you with your research. In particular, seek out the “EvidenceBased Practice (EBP)” tab in the LibGuide for highly specifc information pertinent to the capstone project.
http://libguides.gcu.edu/Nursing
LopesWrite
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.
https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite
Evaluating Websites
View the “Evaluating Websites” tutorial, located on the Grand Canyon University website.
This tutorial will explain how to evaluate websites for content that you can trust.
https://lc.gcumedia.com/mediaElements/evaluating-websites-tutorial/v2.1/
NRS-493 Individual Success Plan Example
The “NRS-493 Individual Success Plan Example” is intended to assist students who need more guidance when
developing their Individual Success Plan (ISP) assignment.
NRS-493 RN-BSN Clinical Practice Experience Orientation
Virtual Capstone and Practicum Experience Guidance
Access the “Virtual Capstone and Practicum Experience Guidance” document for information on completing
practicum requirements.
Topic 1: Identifcation of issue Signifcant to Nursing Practice I
The frst step in developing an evidence-based, practice change proposal is to identify an issue or problem that
is signifcant to nursing practice. In this topic, students will examine a health care clinical problem or an
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organizational issue and its implications to nursing practice.
Objectives:
1. Create a plan for successful completion of the course.
2. Integrate refective practice in the form of a refective journal.
3. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Apr 4, 2022 – Apr 10, 2022 Max Points: 75
Resources
Optional: GCU Library Webinars
For additional information, the following is recommended:
Review the webinar information ofered by the GCU Library. From the “Webinars and Workshops: Webinar
Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection.
Webinar participation is optional.
http://libguides.gcu.edu/webinars
Evidence-Based Practice: The Future of Nursing and the Role of Nurse
Read “Evidence-Based Practice: The Future of Nursing and the Role of Nurse,” by Jyothi, from International
Journal of Nursing Education (2012).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=104394666&site=eds-live&scope=site
Evidence-Based Practice: Share the Spirit of Inquiry
Read “Evidence-Based Practice: Share the Spirit of Inquiry,” by Arzouman, from MEDSURG Nursing (2015).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsovi&AN=edsovi.00008484.201507000.00001&site=eds-live&scope=site
NRS-493 Individual Success Plan
Review the “NRS-493 Individual Success Plan” resource to familiarize yourself with the requirements for the
Individual Success Plan (ISP) assignment in this topic.
Adopting Evidence-Based Practice in Clinical Decision Making: Nurses’ Perceptions,
Knowledge, and Barriers
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Read “Adopting Evidence-Based Practice in Clinical Decision Making: Nurses’ Perceptions, Knowledge, and
Barriers,” by Majid, Schubert, Luyt, Zhang, Theng, Chang, and Mokhtar, from the Journal of the Medial Library
Association (2011).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3133901/
Scholarly Activities
Throughout the RN-to-BSN program, students are required to participate in scholarly activities beyond their
employment in a clinical practice setting. 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 in an organizational setting, in the
community, or nationally. This submission should include how you were involved and contributions made to
interdisciplinary initiatives. In Topic 10, students will submit a summary report of the scholarly activity and
their involvement in any interdisciplinary initiatives. Students must use the “Scholarly Activity Summary”
resource to guide this assignment.
Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in EvidenceBased Practice
Read “Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence-Based
Practice,” by Stillwell, Fineout-Overholt, Melnyk, and Williamson, from American Journal of Nursing (2010).
https://journals.lww.com/ajnonline/Fulltext/2010/03000/
Evidence_Based_Practice,_Step_by_Step__Asking_the.28.aspx
Assessments
Class Introductions
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 6, 2022, 11:59 PM 0
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you
excited about learning? What do you think will be most challenging?
Individual Success Plan (ISP)
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 25
Planning is the key to successful completion of this course and program-related objectives. The Individual
Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor.
Students must establish a plan for successful completion of
1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice
hours, and 25 indirect clinical experience hours.
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2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and
course objectives. As a part of this process, students will identify the number of hours set aside to meet course
goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493
Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.
Students should apply concepts from prior courses to critically examine and improve their current practice.
Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly
complex and profcient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a
preconference with the faculty and preceptor to review the ISP.
You are not required to submit this assignment to LopesWrite.
Practice Experience Conference (Pre-Conference)
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 15
Students are required to initiate a preconference that will occur during the frst week of class and must include
the faculty member and the preceptor. Conferences may be conducted face-to-face or via synchronous
technology such as Skype, Zoom, or GoToMeeting. The student, preceptor, and faculty must be present at the
conference. The student and preceptor will complete the “Practice Experience Conference Form
(Preconference)” and the student will submit it to the instructor in the digital classroom after the conference
has taken place.
You are not required to submit this assignment to LopesWrite.
Capstone Change Project Topics
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 0
Work with your preceptor to perform a needs assessment of the organization and community for your
practicum. Review the needs assessment to identify possible project topics. In preparation for the capstone
change project proposal, compile a list of three to fve possible topics for your project and submit to the
assignment instructor in the digital classroom.
You are not required to submit this assignment to LopesWrite.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
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inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 1 DQ 1
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 6, 2022, 11:59 PM 5
Identify two GCU Library scholarly databases that will help you fnd the best research articles to support your
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capstone project change proposal. Discuss why these two databases are better than Google Scholar or a
general Internet search.
Topic 1 DQ 2
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 8, 2022, 11:59 PM 5
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 identifed barriers may be addressed.
Topic 1 Participation
Start Date & Time Due Date & Time Points
Apr 4, 2022, 12:00 AM Apr 10, 2022, 11:59 PM 15
Topic 2: Identifcation of Issue Signifcant to Nursing Practice II
In this topic, students will continue to explore the context of their chosen clinical problem or organizational
issue and its implications to nursing practice. Students will also research the options for their intervention
proposal: primary prevention, secondary prevention, bioterrorism, environmental, or collaboration with an
interprofessional team.
Objectives:
1. Develop a solution to address a clinical practice issue to improve patient outcomes.
2. Connect the developed solution of a clinical practice issue with how it will afect nursing practice.
3. Identify a clinical practice problem or an organizational issue within a community clinical practice setting.
4. Connect the identifed clinical practice problem or organization issue to the implications it would have on
nursing practice.
5. Integrate refective practice into the practicum refective journal.
6. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Apr 11, 2022 – Apr 17, 2022 Max Points: 85
Resources
Optional: GCU Library Webinars
For additional information, the following is recommended:
Review the webinar information ofered by the GCU Library. From the “Webinars and Workshops: Webinar
Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection.
Webinar participation is optional.
http://libguides.gcu.edu/webinars
Page 8 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Educational and Community-Based Programs
Read “Educational and Community-Based Programs,” located the Healthy People 2020 website. In particular,
look for examples of the integration of community health, leadership, and EBP for use in completing the topic
assignment.
https://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs
Integrated Comprehensive Care – A Case Study in Nursing Leadership and System
Transformation
Read “Integrated Comprehensive Care – A Case Study in Nursing Leadership and System Transformation,” by
Wheatley, Doyle, Evans, Gosse, and Smith, from Nursing Leadership (2017).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN614966127&site=eds-live&scope=site
Evidence-Based Practice: Share the Spirit of Inquiry
Review “Evidence-Based Practice: Share the Spirit of Inquiry,” by Arzouman, from MEDSURG Nursing (2015).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsovi&AN=edsovi.00008484.201507000.00001&site=eds-live&scope=site
Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in EvidenceBased Practice
Review “Evidence-Based Practice, Step by Step: Asking the Clinical Question: A Key Step in Evidence-Based
Practice,” by Stillwell, Fineout-Overholt, Melnyk, and Williamson, from American Journal of Nursing (2010).
https://journals.lww.com/ajnonline/Fulltext/2010/03000/
Evidence_Based_Practice,_Step_by_Step__Asking_the.28.aspx
Capstone Project: Developing a Question
Read “Capstone Project: Developing a Question” to assist you in developing a capstone project appropriate to
the course and the overall RN-to-BSN program of study.
Assessments
Capstone Topic Summary
Start Date & Time Due Date & Time Points
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Apr 11, 2022, 12:00 AM Apr 17, 2022, 11:59 PM 0
In collaboration with the approved course preceptor, students will identify a specifc evidence-based topic for
the capstone project change proposal. Write a 150-250 word summary explaining which category your topic
and intervention are under (community or leadership).
You are not required to submit this assignment to LopesWrite.
Capstone Project Topic Selection and Approval
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 17, 2022, 11:59 PM 50
In collaboration with the approved course preceptor, students will identify a specifc evidence-based topic for
the capstone project change proposal. Students should consider the clinical environment in which they are
currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an
organizational issue, a leadership or quality improvement initiative, or an unmet educational need specifc to a
patient population or community. The student may also choose to work with an interprofessional collaborative
team.
Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which
practice hours are completed.
Write a 500-750 word description of your proposed capstone project topic. Include the following:
1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional
team project that will be the focus of the change proposal.
2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or
collaborative interprofessional team project can be observed.
3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative,
educational need, or collaborative interprofessional team project.
4. Efect of the problem or issue, intervention, quality initiative, educational need, or collaborative
interprofessional team project.
5. Signifcance of the topic and its implications for nursing practice.
6. A proposed solution to the identifed project topic with an explanation of how it will afect nursing practice.
You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources
must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing
practice. Plan your time accordingly to complete this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 17, 2022, 11:59 PM 0
Page 10 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 17, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 2 DQ 1
Page 11 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 13, 2022, 11:59 PM 5
During your practicum, determine what clinical problem or issue the organization is facing. Discuss two
implications for nursing.
Topic 2 DQ 2
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 15, 2022, 11:59 PM 5
What is the main issue for your organization in addressing a solution to evidence-based nursing practice?
Discuss what might be the frst step in addressing and resolving this issue.
Topic 2 Participation
Start Date & Time Due Date & Time Points
Apr 11, 2022, 12:00 AM Apr 17, 2022, 11:59 PM 15
Topic 3: Development of Evidence-Based Practice Change Proposal I
The next step in developing an evidence-based practice change proposal for the capstone project is to conduct
a thorough review of the literature pertaining to the chosen topic. In this topic, students will examine the
research literature and utilize library resources to locate quality, peer-reviewed sources to support their
chosen topic and solution. Students will use the PICOT question process to create a PICOT question for their
topic.
Objectives:
1. Critique evidence-based research to support the development of the capstone project change proposal.
2. Create a PICOT question incorporating an evidence-based nursing practice intervention.
3. Create objectives for an evidence-based nursing practice change proposal.
4. Integrate refective practice into the practicum refective journal.
5. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Apr 18, 2022 – Apr 24, 2022 Max Points: 90
Resources
Translating Research for Evidence-Based Practice
Read “Translating Research for Evidence-Based Practice,” by Bowen and Forrest, from Access (2017).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=120577496&site=ehost-live&scope=site
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Science of Improvement: Testing Changes
Read “Science of Improvement: Testing Changes,” located on the Institute for Healthcare Improvement
website.
http://www.ihi.org/resources/Pages/HowtoImprove/ScienceofImprovementTestingChanges.aspx
Selecting the Best Theory to Implement Planned Change
Read “Selecting the Best Theory to Implement Planned Change,” by Mitchell, from Nursing Management (2013).
http://home.nwciowa.edu/publicdownload/
Nursing%20Department%5CNUR310%5CSelecting%20the%20Best%20Theory%20to%20Implement%20Planne
d%20Change.pdf
Research Questions, Hypotheses and Objectives
Read “Research Questions, Hypotheses and Objectives,” by Farrugia, Petrisor, Farrokhyar, and Bhandari, from
Canadian Journal of Surgery (2010).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/
Asking Focused Questions
Read “Asking Focused Questions,” located on the Centre for Evidence-Based Medicine website.
http://www.cebm.net/asking-focused-questions/
Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research
Read “Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research,” by Aslam
and Emmanuel, from Indian Journal of Sexually Transmitted Diseases and AID (2010).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140151/
The Efect of Translating Research Into Practice Intervention to Promote Use of EvidenceBased Fall Prevention Interventions in Hospitalized Adults: A Prospective Pre-Post
Implementation Study in the U.S.
Read “The Efect of Translating Research Into Practice Intervention to Promote Use of Evidence-Based Fall
Prevention Interventions in Hospitalized Adults: A Prospective Pre-Post Implementation Study in the U.S.,” by
Titler et al., from Applied Nursing Research (2016).
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0897189715002384
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Nursing Theory
Explore Nursing Theory website. This website provides information on leading nursing theories.
http://nursing-theory.org/
Nursing Theories
Explore the Nursing Theories page of the Current Nursing website. This website provides information on
leading nursing theories.
http://currentnursing.com/nursing_theory/
Assessments
PICOT Question Paper
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 24, 2022, 11:59 PM 50
Review your problem or issue and the study materials to formulate a PICOT question for your capstone project
change proposal. A PICOT question starts with a designated patient population in a particular clinical area and
identifes clinical problems or issues that arise from clinical care. The intervention used to address the
problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient
population not currently receiving the nursing intervention, and specify the timeframe needed to implement
the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings)
that addresses the clinical nursing problem.
The PICOT question will provide a framework for your capstone project change proposal.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient
outcome.
Describe the problem in the PICOT question as it relates to the following:
1. Evidence-based solution
2. Nursing intervention
3. Patient care
4. Health care agency
5. Nursing practice
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
Page 14 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
located in Class Resources if you need assistance.
Benchmark – Capstone Change Project Objectives
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 24, 2022, 11:59 PM 5
Review your problem or issue and the cultural assessment. Consider how the fndings connect to your topic
and intervention for your capstone change project. Write a list of three to fve objectives for your proposed
intervention. Below each objective, provide a one or two sentence rationale.
After writing your objectives, provide a rationale for how your proposed project and objectives advocate for
autonomy and social justice for individuals and diverse populations.
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.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
1.5: Advocate for autonomy and social justice for individuals and diverse populations.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 24, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
Page 15 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 24, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 3 DQ 1
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 20, 2022, 11:59 PM 5
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 sufcient evidence for your practice
change.
Topic 3 DQ 2
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 22, 2022, 11:59 PM 5
Name two diferent methods for evaluating evidence. Compare and contrast these two methods.
Topic 3 Participation
Start Date & Time Due Date & Time Points
Apr 18, 2022, 12:00 AM Apr 24, 2022, 11:59 PM 15
Page 16 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Topic 4: Development of Evidence-Based Practice Change Proposal II
In this topic, students will continue to examine the research literature and utilize library resources to locate
quality, peer-reviewed sources that support their chosen topic and solution. Students will begin to synthesize
the research data from multiple sources to identify strategies for implementation of a nursing intervention.
Students must identify a change or nursing theory to support their proposed capstone project intervention.
Objectives:
1. Synthesize evidence-based research data to support the development of the capstone project change
proposal.
2. Identify a change or nursing theory to support the nursing intervention for the capstone project change
proposal.
3. Write measurable outcomes for the evidence-based nursing practice intervention used in the capstone
project change proposal.
4. Integrate refective practice into the practicum refective journal.
5. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Apr 25, 2022 – May 1, 2022 Max Points: 85
Resources
Introducing AORN’s New Model for Evidence Rating
Read “Introducing AORN’s New Model for Evidence Rating,” by Spruce, Van Wicklin, Hicks, Conner, and Dunn,
from AORN Journal (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN346651439&site=eds-live&scope=site
Asking Focused Questions
Review “Asking Focused Questions,” located on the Centre for Evidence-Based Medicine website.
http://www.cebm.net/asking-focused-questions/
Nursing Theories
Explore the Nursing Theories page of the Current Nursing website. This website provides information on
leading nursing theories.
http://currentnursing.com/nursing_theory/
Science of Improvement: Testing Changes
Review “Science of Improvement: Testing Changes,” located on the Institute for Healthcare Improvement
website.
Page 17 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
http://www.ihi.org/resources/Pages/HowtoImprove/ScienceofImprovementTestingChanges.aspx
Literature Evaluation Table
Review the “Literature Evaluation Table” resource to assist you in completing the Literature Evaluation Table
assignment.
Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research
Review “Formulating a Researchable Question: A Critical Step for Facilitating Good Clinical Research,” by Aslam
and Emmanuel, from Indian Journal of Sexually Transmitted Diseases and AID (2010).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3140151/
Translating Research for Evidence-Based Practice
Review “Translating Research for Evidence-Based Practice,” by Bowen and Forrest, from Access (2017).
https://search-proquest-com.lopes.idm.oclc.org/docview/1860951984?accountid=7374
Nursing Theory
Explore Nursing Theory website. This website provides information on leading nursing theories.
http://nursing-theory.org/
Change Theory: Kurt Lewin
Read “Change Theory: Kurt Lewin,” located on the Current Nursing website.
http://currentnursing.com/nursing_theory/change_theory.html
Research Questions, Hypotheses and Objectives
Review “Research Questions, Hypotheses and Objectives,” by Farrugia, Petrisor, Farrokhyar, and Bhandari,
from Canadian Journal of Surgery (2010).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/
Assessments
Page 18 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Literature Evaluation Table
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM May 1, 2022, 11:59 PM 50
In nursing practice, accurate identifcation and application of research is essential to achieving successful
outcomes. The ability to articulate research data and summarize relevant content supports the student’s
ability to further develop and synthesize the assignments that constitute the components of the capstone
project.
The assignment will be used to develop a written implementation plan.
For this assignment, provide a synopsis of the review of the research literature. Using the “Literature
Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you
have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question
developed earlier in this course. The articles may include quantitative research, descriptive analyses,
longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background
information for the purpose or problem identifed in the proposed capstone project.
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.
Capstone Change Project Outcomes
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM May 1, 2022, 11:59 PM 0
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 fve 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.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM May 1, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
Page 19 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM May 1, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 4 DQ 1
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM Apr 27, 2022, 11:59 PM 5
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.
Page 20 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Topic 4 DQ 2
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM Apr 29, 2022, 11:59 PM 5
Compare and contrast two change theories, and determine which theory makes the most sense for
implementing your specifc EBP intervention. Why? Has your preceptor used either theory, and to what result?
Topic 4 Participation
Start Date & Time Due Date & Time Points
Apr 25, 2022, 12:00 AM May 1, 2022, 11:59 PM 15
Topic 5: Capstone Project Change Proposal Implementation Plan I
Students must formulate an evidence-based and fnancially feasible strategic plan for their change proposal.
Development of a written plan requires an assessment of the organization’s culture, stakeholders, potential
challenges, barriers, and obstacles to the implementation of the change proposal. In this topic, students will
develop their understanding of cultural aspects related to the organizational environment.
Objectives:
1. Assess the organization and community for key stakeholders.
2. Assess the culture of the organization for potential challenges in incorporating the nursing practice
intervention.
3. Create a strategic plan defning how the nursing practice intervention would be implemented in the
capstone project change proposal.
4. Integrate refective practice into the practicum refective journal.
5. Demonstrate interprofessional collaboration throughout the creation of the capstone project change
proposal.
May 2, 2022 – May 8, 2022 Max Points: 70
Resources
Defning What Evidence Is, Linking It to Patient Outcomes, and Making It Relevant to Practice:
Insight From Clinical Nurses
Read “Defning What Evidence Is, Linking It to Patient Outcomes, and Making It Relevant to Practice: Insight
From Clinical Nurses,” by Jefs, Beswick, Lo, Campbell, Ferris, and Sidani, from Applied Nursing Research (2013).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN336184640&site=eds-live&scope=site
Research at the Bedside: It Makes a Diference
Read “Research at the Bedside: It Makes a Diference,” by Bridges, from American Journal of Critical Care (2015).
Page 21 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=109815727&site=eds-live&scope=site
Evidence-Based Practice (EBP)
Read “Evidence-Based Practice (EBP),” by Samonte and Vallente, from Salem Press Encyclopedia (2015), for
specifc information on developing a literature review.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ers&AN=113931151&site=eds-live&scope=site
Inside Looking In or Inside Looking Out? How Leaders Shape Cultures Equipped for EvidenceBased Practice
Read “‘Inside Looking In’ or ‘Inside Looking Out’? How Leaders Shape Cultures Equipped for Evidence-Based
Practice,” by Halm, from American Journal of Critical Care (2010).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN275158559&site=eds-live&scope=site
Best Practice in Nursing: A Concept Analysis
Read “Best Practice in Nursing: A Concept Analysis,” by Nelson, from International Journal of Nursing Studies
(2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=103894941&site=eds-live&scope=site
Assessments
Practice Experience Conference (Mid-Conference)
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 15
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). 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.
Page 22 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Midterm Evaluation of Student
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 20
The preceptor will perform a midterm evaluation with the faculty. The preceptor will input the evaluation
content into the Lopes Activity Tracker. The student will upload the evaluation into the digital classroom 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 course.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
Clinical Practice Experience Remediation
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 0
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.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
Page 23 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Strategic Plan Summary
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 0
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 defning 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.
Lopes Activity Tracker Submission
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 5 DQ 1
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 4, 2022, 11:59 PM 5
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?
Page 24 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Topic 5 DQ 2
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 6, 2022, 11:59 PM 5
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?
Topic 5 Participation
Start Date & Time Due Date & Time Points
May 2, 2022, 12:00 AM May 8, 2022, 11:59 PM 15
Topic 6: Capstone Change Project Implementation Plan II
In this topic, students will synthesize discovered evidence-based research that supports the intervention for
the capstone project change proposal into a literature review. The strategic plan will be reviewed to determine
what resources would be required if the intervention were to be implemented.
Objectives:
1. Create a list of resources from the evaluation of your strategic plan that would be needed to implement the
change proposal.
2. Synthesize discovered evidence-based research that supports the capstone project change proposal.
3. Integrate refective practice into the practicum refective journal.
4. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
May 9, 2022 – May 15, 2022 Max Points: 85
Resources
Research at the Bedside: It Makes a Diference
Review “Research at the Bedside: It Makes a Diference,” by Bridges, from American Journal of Critical Care
(2015).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=109815727&site=eds-live&scope=site
Best Practice in Nursing: A Concept Analysis
Read “Best Practice in Nursing: A Concept Analysis,” by Nelson, from International Journal of Nursing Studies
(2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
Page 25 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
direct=true&db=ccm&AN=103894941&site=eds-live&scope=site
Evidence-Based Practice (EBP)
Review “Evidence-Based Practice (EBP),” by Samonte and Vallente, from Salem Press Encyclopedia (2015), for
specifc information on developing a literature review.
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ers&AN=113931151&site=eds-live&scope=site
Assessments
Literature Review
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 15, 2022, 11:59 PM 50
While the implementation plan prepares students to apply their research to the problem or issue they have
identifed 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 identifes 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:
1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. 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.
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. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.
Capstone Change Project Resources
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 15, 2022, 11:59 PM 0
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
Page 26 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
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 Refective Journal
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 15, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 15, 2022, 11:59 PM 10
Page 27 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 6 DQ 1
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 11, 2022, 11:59 PM 5
After discussion with your preceptor, name one fnancial 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 DQ 2
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 13, 2022, 11:59 PM 5
Now that you have completed a series of assignments that have led you into the active project planning and
development stage for your project, briefy describe your proposed solution to address the problem, issue,
suggestion, initiative, or educational need and how it has changed since you frst envisioned it. What led to
your current perspective and direction?
Topic 6 Participation
Start Date & Time Due Date & Time Points
May 9, 2022, 12:00 AM May 15, 2022, 11:59 PM 15
Topic 7: Capstone Change Project Evaluation Plan
Students must develop skills related to systematic evaluation for intervention efectiveness. The content
covered this week prepares students to evaluate the efectiveness of interventions and develop
communication plans for the dissemination of information related to project outcomes. Synthesis of
information from the process of evaluating outcomes (whether outcomes were met or not) generates new
knowledge and adds to the body of knowledge for nursing practice.
Objectives:
1. Determine how the capstone project change proposal could be disseminated to leadership.
2. Create a plan to evaluate outcomes of the proposed nursing practice intervention used in the change
proposal.
3. Integrate refective practice into the practicum refective journal.
4. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
Page 28 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
May 16, 2022 – May 22, 2022 Max Points: 35
Resources
The Establishment of Evidence-Based Practice Competencies for Practicing Registered Nurses
and Advanced Practice Nurses in Real-World Clinical Settings
Read “The Establishment of Evidence-Based Practice Competencies for Practicing Registered Nurses and
Advanced Practice Nurses in Real-World Clinical Settings: Profciencies to Improve Healthcare Quality,
Reliability, Patient Outcomes, and Costs,” by Melnyk, Gallagher-Ford, Long, and Fineout-Overholt, from
Worldviews on Evidence Based Nursing (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN348459921&site=eds-live&scope=site
Back to Basics: Implementing Evidence-Based Practice
Read “Back to Basics: Implementing Evidence-Based Practice,” by Spruce, from AORN Journal (2015).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=103866426&site=eds-live&scope=site
Searching for Ethical Leadership in Nursing
Read “Searching for Ethical Leadership in Nursing,” by Marakof et al., from Nursing Ethics (2014).
https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/0969733013513213
Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for
Institutionalizing EBP
Read “Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP,”
by Stetler, Ritchie, Rycroft-Malone, and Charns, from Worldviews on Evidence-Based Nursing (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=103991765&site=eds-live&scope=site
A Successful Approach to Implementing Evidence-Based Practice
Read “A Successful Approach to Implementing Evidence-Based Practice,” by Giomuso et al., from Med-Surg
Matters (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=109799107&site=eds-live&scope=site
Page 29 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Assessments
Capstone Change Project Evaluation Plan
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 22, 2022, 11:59 PM 0
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.
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.
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 22, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
Page 30 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
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.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 22, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 7 DQ 1
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 18, 2022, 11:59 PM 5
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 DQ 2
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 20, 2022, 11:59 PM 5
In order to evaluate an evidence-based practice project, it is important to be able to determine the
efectiveness of your change. Discuss one way you will be able to evaluate whether your project made a
diference in practice.
Topic 7 Participation
Start Date & Time Due Date & Time Points
May 16, 2022, 12:00 AM May 22, 2022, 11:59 PM 15
Topic 8: Written Capstone Change Project
Page 31 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Students will synthesize the components developed in prior topics to formulate a written evidence-based
account of the capstone project. Additionally, the student will integrate the following into the written evidencebased account: a plan for evaluating the nursing intervention, a change or nursing theory, and a discussion on
how potential barriers will be overcome.
Objectives:
1. Produce a written comprehensive evidence-based capstone project change proposal using components
developed in prior topics of the course.
2. Integrate a plan for evaluating the nursing intervention in the written comprehensive evidence-based
capstone project change proposal.
3. Integrate a change or nursing theory into the written comprehensive evidence-based capstone project
change proposal.
4. Identify potential barriers to the implementation of the change proposal.
5. Integrate how the identifed potential barriers will be overcome.
6. Integrate refective practice into the practicum refective journal.
7. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
May 23, 2022 – May 29, 2022 Max Points: 235
Resources
The Establishment of Evidence-Based Practice Competencies for Practicing Registered Nurses
and Advanced Practice Nurses in Real-World Clinical Settings
Review “The Establishment of Evidence-Based Practice Competencies for Practicing Registered Nurses and
Advanced Practice Nurses in Real-World Clinical Settings: Profciencies to Improve Healthcare Quality,
Reliability, Patient Outcomes, and Costs,” by Melnyk, Gallagher-Ford, Long, and Fineout-Overholt, from
Worldviews on Evidence Based Nursing (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN348459921&site=eds-live&scope=site
Back to Basics: Implementing Evidence-Based Practice
Review “Back to Basics: Implementing Evidence-Based Practice,” by Spruce, from AORN Journal (2015).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=103866426&site=eds-live&scope=site
Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for
Institutionalizing EBP
Review “Leadership for Evidence-Based Practice: Strategic and Functional Behaviors for Institutionalizing EBP,”
by Stetler, Ritchie, Rycroft-Malone, and Charns, from Worldviews on Evidence-Based Nursing (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=103991765&site=eds-live&scope=site
Page 32 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
A Successful Approach to Implementing Evidence-Based Practice
Review “A Successful Approach to Implementing Evidence-Based Practice,” by Giomuso et al., from Med-Surg
Matters (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=109799107&site=eds-live&scope=site
Searching for Ethical Leadership in Nursing
Review “Searching for Ethical Leadership in Nursing,” by Marakof et al., from Nursing Ethics (2014).
https://journals.sagepub.com/doi/full/10.1177/0969733013513213
Assessments
Benchmark – Capstone Project Change Proposal
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 29, 2022, 11:59 PM 200
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 profled in the capstone change proposal:
1. Background
2. Clinical problem statement.
3. Purpose of the change proposal in relation to providing patient care in the changing health care system.
4. PICOT question.
5. Literature search strategy employed.
6. Evaluation of the literature.
7. Applicable change or nursing theory utilized.
8. Proposed implementation plan with outcome measures.
9. Discussion of how evidence-based practice was used in creating the intervention plan.
10. Plan for evaluating the proposed nursing intervention.
11. Identifcation of potential barriers to plan implementation, and a discussion of how these could be
overcome.
12. 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.
Page 33 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
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. A link to the LopesWrite technical support articles is
located in Class Resources if you need 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 Refective Journal
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 29, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
Page 34 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 29, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 8 DQ 1
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 25, 2022, 11:59 PM 5
Based on how you will evaluate your EBP project, which independent and dependent variables do you need to
collect? Why?
Topic 8 DQ 2
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 27, 2022, 11:59 PM 5
Not all EBP projects result in statistically signifcant results. Defne clinical signifcance, and explain the
diference between clinical and statistical signifcance. How can you use clinical signifcance to support positive
outcomes in your project?
Topic 8 Participation
Start Date & Time Due Date & Time Points
May 23, 2022, 12:00 AM May 29, 2022, 11:59 PM 15
Topic 9: Capstone Project Change Proposal Plan
In this topic, students will design a professional presentation in order to disseminate their capstone project
change proposal. While creating the fnal presentation, students will continue to refect on their clinical
practice experience.
Objectives:
1. Design a professional presentation for dissemination of the capstone project change proposal.
2. Integrate refective practice into the practicum refective journal.
Page 35 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
3. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
May 30, 2022 – Jun 5, 2022 Max Points: 35
Resources
The Cochrane Collaboration
Explore the Cochrane Collaboration website.
http://www.cochrane.org/
Integrated Comprehensive Care – A Case Study in Nursing Leadership and System
Transformation
Read “Integrated Comprehensive Care – A Case Study in Nursing Leadership and System Transformation,” by
Wheatley, Doyle, Evans, Gosse, and Smith, from Nursing Leadership (2017).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=edsbl&AN=RN614966127&site=eds-live&scope=site
Presenter’s Corner
Explore the resources provided on the Presenter’s Corner page of the Western Institute of Nursing website.
https://www.winursing.org/
Assessments
Capstone Project Change Proposal Presentation for Faculty Review and Feedback
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 5, 2022, 11:59 PM 0
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, evidencebased literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention
would be evaluated. Submit the presentation in the digital classroom 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.
Page 36 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Professional Capstone and Practicum Refective Journal
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 5, 2022, 11:59 PM 0
Students are required to submit weekly refective narratives throughout the course that will culminate in a
fnal, course-long refective journal due in Topic 10. The narratives help students integrate leadership and
inquiry into current practice.
This refection 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 infuence 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 refect on the personal knowledge and skills gained throughout the
course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded
submission, each of the areas below should be addressed as part of the summary submission.
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 5, 2022, 11:59 PM 10
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the fle
and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Page 37 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Topic 9 DQ 1
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 1, 2022, 11:59 PM 5
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 fndings in a more formal setting.
Topic 9 DQ 2
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 3, 2022, 11:59 PM 5
Sustaining change can be difcult, as there are many variables that can afect 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.
Topic 9 Participation
Start Date & Time Due Date & Time Points
May 30, 2022, 12:00 AM Jun 5, 2022, 11:59 PM 15
Topic 10: Capstone Change Project Evaluation and Dissemination
The capstone project change proposal will be presented to an interprofessional group of leaders. A fnal
summary of the refective journal entries will allow students to self-refect on the process of developing an
evidence-based change proposal. Students will apply concepts related to self-awareness, synthesis, and
integration of new knowledge and skills in their nursing practice.
Objectives:
1. Present the capstone project change proposal to an interprofessional group of leaders.
2. Demonstrate interprofessional collaboration in the dissemination of the capstone project change proposal.
3. Demonstrate achievement of the course objectives in the written completion of the Individual Success Plan
(ISP).
4. Integrate self-refective practice in summarizing the practicum refective journal entries.
Jun 6, 2022 – Jun 12, 2022 Max Points: 205
Resources
The Cochrane Collaboration
Explore the Cochrane Collaboration website.
Page 38 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
http://www.cochrane.org/
Presenter’s Corner
Explore the resources provided on the Presenter’s Corner page of the Western Institute of Nursing website.
https://www.winursing.org/
Assessments
Capstone Project Change Proposal Presentation
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 0
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 efectiveness
of your presentation. Include a description of the feedback and questions from your audience after your
presentation, and how this experience will afect 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.
Individual Success Plan (ISP)
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 25
The completed Individual Success Plan (ISP) signed of by the preceptor must be submitted to the digital
classroom 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.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to LopesWrite.
Benchmark – Professional Capstone and Practicum Refective Journal
Page 39 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 90
Students maintained and submitted weekly refective narratives throughout the course to explore the
personal knowledge and skills gained throughout this course. This assignment combines those entries into
one course-long refective journal that integrates leadership and inquiry into current practice as it applies to
the Professional Capstone and Practicum course.
This fnal 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 infuence optimal outcomes, and, fnally, how the student met the
competencies aligned to this course.
The fnal journal should address a variable combination of the following, while incorporating your specifc
clinical practice experiences:
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA documentation guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
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 efective
care.
5.3: Provide culturally sensitive care.
5.4: Preserve the integrity and human dignity in the care of all patients.
Page 40 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Scholarly Activities
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 10
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.
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.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to LopesWrite.
Lopes Activity Tracker Final Submission
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 10
At the end of the course, download the electronic summary of your practicum experience from the Lopes
Activity Tracker. Save the fle and submit it through the assignment dropbox.
This submission is required in order to receive a fnal grade in the course.
In order to receive a passing grade in the course, students are required to have met the required number of
approved practicum hours.
Practice Experience Conference (Post-Conference)
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 15
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
Page 41 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
is submitted in the digital classroom prior to the Post-Conference. The CET will be reviewed during the PostConference including recommendations from the preceptor. Faculty will grade the submitted CET after the
conference.
Indirect Clinical Practice Experience
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 0
Submit the completed “NRS-493 Indirect Clinical Practice Experience Hours” form to the digital classroom by
the end of Topic 10.
Student Evaluation of Preceptor and Site
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 10
Access the Lopes Activity Tracker to complete the “Student Evaluation of Preceptor and Site.” Upload and
submit the evaluation through the dropbox in the digital classroom.
Final Evaluation of Student by Preceptor
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 20
The preceptor will complete your fnal evaluation in the Lopes Activity Tracker.
Both the student and preceptor must sign the form. The fnal evaluation is completed and submitted by the
student to the dropbox in the digital classroom.
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 course. If there are any competencies on the fnal evaluation that are “Below Expectations,” this may
result in failure of the course.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
Topic 10 DQ 1
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 8, 2022, 11:59 PM 5
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 DQ 2
Page 42 Grand Canyon University 2022 © Prepared on: Apr 6, 2022
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 10, 2022, 11:59 PM 5
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?
Topic 10 Participation
Start Date & Time Due Date & Time Points
Jun 6, 2022, 12:00 AM Jun 12, 2022, 11:59 PM 15
Page 43 Grand Canyon University 2022 © Prepared on: Apr 6, 2022

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Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, 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 Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. 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.

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

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Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences): Awareness creation to increase the number and skills of healthcare providers with the aim of reducing or preventing falls and their related injuries.

Criteria	Article 1	Article 2	Article 3	Article 4
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Natalie Callis, Applied nursing research link: https://www.sciencedirect.com/science/article/pii/S0897189715001056	Guirguis-Blake, J. M., Michael, Y. L., Perdue, L. A., Coppola, E. L., & Beil, T. L. Link: https://jamanetwork.com/journals/jama/article-abstract/2678103	Joseph, A., Henriksen, K., & Malone, E. (2018). Health Affairs. Link: https://www.healthaffairs.org/doi/pdf/10.1377/hlthaff.2018.0643	Shaw & Kiegaldie,
Article Title and Year Published	Falls prevention: Identification of predictive fall risk factors, (2016)	Interventions to Prevent Falls in Older Adults. Updated Evidence Report and Systematic Review for the US Preventive Services Task Force (2018)	The Architecture Of Safety: An Emerging Priority For Improving Patient Safety (2018)	Educating hospital patients to prevent falls: protocol for a scoping review (2019)
Research Questions (Qualitative)/Hypothesis (Quantitative), : and Purposes/Aim of Study	Provide a comprehensive literature review in an attempt to synthesize research evidence regarding the risk factors that contribute to patient falls in healthcare facilities.	To systematically review the literature regarding the effectiveness and harms of fall prevention interventions in community-dwelling older adults to inform the US Preventive Services Task Force.	The goal of the study is to summarize the key findings linking safety outcomes, healthcare falls and infection, injuries and medical errors. In addition, the article reviews facility designs, legislation in safety and quality improvement and the role of the different stakeholders in healthcare.	To explore the implementation of patient education in reducing falls as captured in research. This includes the content of patient education, the education design and the outcomes or results of patient education.
Design (Type of Quantitative, or Type of Qualitative)	Qualitative	Qualitative and quantitative	Narrative review	Systematic review
Setting/Sample	Review of existing documentation	Randomized clinical trials of interventions to prevent falls in community-dwelling adults 65 years and older.	Review of existing documentation. 45 publications reviewed	PubMed, CINAHL, Cochrane Central Register of Controlled Trials, Allied and Complementary Medicine Database, PsychINFO, Education Resources Information Center. 34 publications reviewed
Methods: Intervention/Instruments	Literature review	Literature review, Randomized clinical trials	Literature review	Literature review. Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR)
Analysis	Descriptive analysis	Random-effects meta-analysis and independent review by two reviewers.	Content analysis	Narrative analysis, thematic analysis.
Key Findings	Communication failure, insufficient orientation and supervision, poor leadership and failure to observe safety protocols or procedure present patients with heightened risks for falling	Awareness and exercise trials had a significant reduction in the number of falls.	Education healthcare providers and creating sufficient support for relatives significantly reduce falls and their associated injuries.	There is a positive association between patient education and reduction in falls.
Recommendations	Need to train both healthcare givers on the risk factors of falls including psychological changes and organizational physical infrastructure.	Development of projects geared towards Increasing awareness and exercise to reduce the number of falls.	Need to increase research on falls and patient safety beyond inpatient to outpatient and long-time care.	There is a need for further research regarding the design of patient education.
Explanation of How the Article Supports EBP/Capstone Project	Provides an analysis of the potential risk factors which is useful in developing EBP interventions	The article provides important insights into the effectiveness of interventions aimed at reducing falls.	The article provides evidence from numerous sources with a focus on EBP projects hence rich in insights on EBP	The review maps the key elements regarding effective education of patient to prevent falls and provide insights on educational interventions that can help patients mitigate falling within hospitals

 

Criteria	Article 5	Article 6	Article 7	Article 8
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Tricco, Thomas, Veroniki,  Hamid, Cogo, Strifler & Riva, (2017). https://jamanetwork.com/journals/jama/article-abstract/2661578	Vlaeyen, Stas, Leysens, Van der Elst,  Janssens, Dejaeger, & Milisen, International journal of nursing studies:  https://www.sciencedirect.com/science/article/abs/pii/S0020748917300305	Cameron, Dyer, Panagoda, Murray, Hill, Cumming & Kerse. Cochrane database of systematic reviews. Link: https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD005465.pub4/abstract	Robalino, S., Nyakang’o, S. B., Beyer, F. R., Fox, C., & Allan, L. M. (2018) Systematic reviews Link: https://link.springer.com/article/10.1186/s13643-018-0697-6
Article Title and Year Published	Comparisons of interventions for preventing falls in older adults: a systematic review and meta-analysis. (2017)	Implementation of fall prevention in residential care facilities: A systematic review of barriers and facilitators. (2017)	Interventions for preventing falls in older people in care facilities and hospitals. (2018)	Effectiveness of interventions aimed at improving physical and psychological outcomes of fall-related injuries in people with dementia: a narrative systematic review (2018)
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study	Assessing the potential effectiveness of the interventions used in reducing falls. What types of fall-prevention programs may be effective for reducing injurious falls in older people?	To identify the facilitators and barriers to fall prevention interventions in residential care facilities	To conduct an assessment of the interventions designed to reduce fall incidences among older people in hospitals and care facilities.	Assessing the effectiveness of interventions for improving the psychological and physical wellbeing of people suffering from dementia and who have sustained an injury due to  falling
Design (Type of Quantitative, or Type of Qualitative)	A systematic review, meta-analysis	Quantitative Systematic review	Quantitative Systematic review	Systematic review
Setting/Sample	54 publications and 41596	Five databases (MEDLINE, EMBASE, CINAHL, PsycINFO, and Web of Science	Cochrane Bone, Joint and Muscle Trauma Group Specialised Register (August 2017); Cochrane Central Register of Controlled Trials (2017, Issue 8); and MEDLINE, Embase, CINAHL and trial registers to August 2017.  Recorded 95 trials (138,164 participants),	MEDLINE, CENTRAL, Health Management Information Consortium, EMBASE, CINAHL, Web of Science, Allied and Complementary Medicine Database, and Physiotherapy Evidence Database (PEDro). Hospital wards
Methods: Intervention/Instruments	Literature review. Randomized clinical trials	Two independent reviewers. Mixed-Method Appraisal Tool for quality appraisal.	Literature review, Randomized clinical trials	Bespoke excel use in data extraction. Independent literature review. Cochrane risk of bias tool
Analysis	Network meta-analysis, pair-meta analysis and independent review	Thematic and descriptive analysis	Thematic and descriptive analysis, GRADE used to assess the quality of data	Narrative synthesis, Thematic analysis.
Key Findings	Increasing awareness, clinical quality-level improvement and exercise result in reduced falls.	Improved communication, physical infrastructure, awareness and adequate training facilitate EBP while staff shortage, huge workloads, skill deficiency and stress act as barriers.	There is inadequate support to show that vitamin D supplementation, exercises and multifactorial interventions had any impact on reducing falls	There was a high variability bin the outcomes of the studies due to focus on specific areas leading to a huge heterogeneity
Recommendations	The values of caregivers and patients influence the choice and preference for intervention. There is a need for additional research on the same.	Need to consider organizational and local factors such as the social factors that influence the behaviour of individuals within a community when designing an EBP project	There is a need to develop strategies that address both the risk of falling and provide interventions to reduce the number of people who fall.	Need for studies that allow for a meta-analysis by ensuring reduced heterogeneity of the selected studies.
Explanation of How the Article Supports EBP/Capstone	Provides evidence regarding the potential for EBP projects to succeed based on a detailed review.	The study provides a wide list of the potential facilitators and barriers to the EBP project	The study analyses the evidence-based strategies that have been used in the past and their effectiveness in reducing falls.	The article provides evidence regarding the performance of intervention programs which is crucial to the EBP study.

References

Callis, N. (2016). Falls prevention: Identification of predictive fall risk factors. Applied nursing research, 29, 53-58.

Cameron, I. D., Dyer, S. M., Panagoda, C. E., Murray, G. R., Hill, K. D., Cumming, R. G., & Kerse, N. (2018). Interventions for preventing falls in older people in care facilities and hospitals. Cochrane database of systematic reviews, (9).

Guirguis-Blake, J. M., Michael, Y. L., Perdue, L. A., Coppola, E. L., & Beil, T. L. (2018). Interventions to prevent falls in older adults: updated evidence report and systematic review for the US Preventive Services Task Force. Jama, 319(16), 1705-1716.

Joseph, A., Henriksen, K., & Malone, E. (2018). The architecture of safety: An emerging priority for improving patient safety. Health Affairs, 37(11), 1884-1891.

Robalino, S., Nyakang’o, S. B., Beyer, F. R., Fox, C., & Allan, L. M. (2018). Effectiveness of interventions aimed at improving physical and psychological outcomes of fall-related injuries in people with dementia: a narrative systematic review. Systematic reviews, 7(1), 31.

Shaw, L., & Kiegaldie, D. (2019). Educating hospital patients to prevent falls: protocol for a scoping review.

Tricco, A. C., Thomas, S. M., Veroniki, A. A., Hamid, J. S., Cogo, E., Strifler, L., … & Riva, J. J. (2017). Comparisons of interventions for preventing falls in older adults: a systematic review and meta-analysis. Jama, 318(17), 1687-1699.

Vlaeyen, E., Stas, J., Leysens, G., Van der Elst, E., Janssens, E., Dejaeger, E., … & Milisen, K. (2017). Implementation of fall prevention in residential care facilities: A systematic review of barriers and facilitators. International journal of nursing studies, 70, 110-121.

Falls and Related Injuries

Nanah Kamara

GCU

 

 

Falls and Related Injuries

Nurses, being the initial contacts for patients in any most health facilities and the fact they interact or engage with patients more when compared to other providers of care constitute a critical component of the healthcare system. Consequently,nurses play a much huge rolein making sure that the healthcare system provides not only safe care but also and care of high standard or quality(Sato, Hase, Osaka, Sairyo & Katoh, 2018). However one of the major healthcare or nursing issue over the years is the fall and associated injuries which have proved not only difficult for healthcare providers and facility to manage.

For instance, and according to DuPree, Fritz-Campiz & Musheno, (2014),Unintentional falls constitute the highest cause of non-fatal injuries among people over 65 years in the US. Moreover, one in every three individuals above 65 years falls at least one time in a given year. In addition, injuries from falls cause the highest number of accidental deaths among people 65-year-old and above(Tricco, Thomas, Veroniki, Hamid, Cogo, Strifler & Riva, 2017).  Such statistics coupled with the extent of the costs associated with fall call for proper intervention to reduce falls and their associated injuries. For instance, the government spends billions of dollars on fall and their associated injuries on treating falls. The prevention of fall would provide increased funds for investment in other social programs aimed at improving both healthcare and addressing social or communal problems(Zakrajsek, Schuster, Wells, Williams & Silverchanz, 2018).

In addition, falls and their related injuries are responsible for almost 15% of the recorded hospitalization. This increases the burden of healthcare providers especially given the numerous stressors like staff shortage, huge workloads, leadership problems and personal factors among others. An increase in falls and associated injury, therefore, is detrimental to the provision of quality care as captured under the healthy 2020 program goal of reducing deaths that result from falls.

Despite this falls are very complex and difficult to manage or prevent. Given the implications that falls bear on the patients, the healthcare providers and the healthcare system as a whole(Joseph, Henriksen & Malone, 2018), there has been increased There has been an increased research focus towards fall prevention and reduction strategies. As a result, there exist a significant amount of literature regarding the reduction and prevention of falls. However, the literature regarding the topic I inconclusive and hence makes the study both significant and relevant.

Given the background to the association between falls, their associated injuries and improved nursing, this study seeks to explore whether indeed whether awareness creation regarding falls and the available strategies can improve the practice of nursing and consequently better healthcare provision and patient outcomes. To achieve this, the study will be developed using the procedures of evidence-based solutions which involve problem identification, data collection, data analysis and report writing. The PICOT question for the study was whether the creating of awareness regarding safety measures, tools and systems and policies among nurses reduces the prevalence of falls and the related injuries.

The preceding section provides a breakdown of the components in the PICOT question for the study.

P: P or in the population for the study will be nurses

I: Intervention– the development and implementation ofan awareness program for nurses.

C: Comparison- Nurses who do not go through the awareness programs.

O: Outcome-Reduced falls, Increased awareness among nurses.

T:Time- 6 months

In conducting the study, a literature review of available documentation regarding awareness creation and hospital falls was carried out with a focus on obtaining data to answer the PICOT question. To ensure that the information collected was not only valid but also accurate, relevant and reliable all sources selected for the study had to have been peer-reviewed. In addition, the sources had to have been developed recently to provide information that was up to date.

References

DuPree, E., Fritz-Campiz, A., & Musheno, D. (2014). A new approach to preventing falls with injuries. Journal of nursing care quality, 29(2), 99-102.

Guirguis-Blake, J. M., Michael, Y. L., Perdue, L. A., Coppola, E. L., & Beil, T. L. (2018). Interventions to prevent falls in older adults: updated evidence report and systematic review for the US Preventive Services Task Force. Jama, 319(16), 1705-1716.

Joseph, A., Henriksen, K., & Malone, E. (2018). The architecture of safety: An emerging priority for improving patient safety. Health Affairs, 37(11), 1884-1891.

Sato, N., Hase, N., Osaka, A., Sairyo, K., & Katoh, S. (2018). Falls among Hospitalized Patients in an Acute Care Hospital: Analyses of Incident Reports. The Journal of Medical Investigation, 65(1.2), 81-84.

Tricco, A. C., Thomas, S. M., Veroniki, A. A., Hamid, J. S., Cogo, E., Strifler, L., … & Riva, J. J. (2017). Comparisons of interventions for preventing falls in older adults: a systematic review and meta-analysis. Jama, 318(17), 1687-1699.

Zakrajsek, A., Schuster, E., Wells, C., Williams, J., & Silverchanz, P. (2018). CAREGIVERS OF OLDER ADULTS DURING CARE TRANSITIONS: INSIGHTS INTO POSITIVE ASPECTS OF CAREGIVING. Innovation in Aging, 2(suppl_1), 896-896.

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