NRS 465 Week 10 Assignment: Applied Evidence-Based Project and Practicum

Jul 9, 2024, 9:21 AM

NRS-465 6 Credits May 20 – Jul 28

Course Description

The final course in the program is writing-intensive. It will integrate the academic and practical knowledge students have acquired throughout the program’s curriculum. Students participate in planned clinical experiences that refine professional competencies at the baccalaureate level and enable them to integrate new knowledge and enhanced skills to advance nursing practice. Clinical practice hours are dedicated to learning objectives in leadership and community health. The evidence-based project provides students an opportunity to identify a clinical nursing practice issue and propose a possible solution. Students, under the guidance of faculty and approved preceptors, identify and analyze a nurse practice issue, develop a change project, and propose an evidence-based solution that reflects synthesis and integration of course content and professional practice. The evidence-based project development is guided by the baccalaureate program learning outcomes. Clinical hours: 100. 50 hours in leadership and 50 hours in community health. Prerequisite: NRS-415, NRS-420, NRS-425, HLT-362V, NRS-445, PHI-413V, NRS-450, NRS-455, NRS-460.

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Instructor Contact Information

Aubrey Fox

Aubrey.Fox@my.gcu.edu

Class Resources

Clinical Practice Experience Objectives

The following are the objectives for the clinical practice experience:

Develop a needs assessment of the community related to the organization’s relationship with the
Design an evidence-based nursing practice intervention based on the needs assessment of the organization and
Formulate an evidence-based clinical practice change proposal that will impact patient outcomes in the
Present a professional presentation of an evidence-based clinical practice change proposal to organization leaders and members of the interprofessional
Demonstrate interprofessional collaboration throughout the creation of the capstone project change

Requirements for Successful Course Completion

In order to receive a final letter grade in this course, students are required to submit all assigned deliverables, assessments, and evaluations including documentation of 100 clinical hours approved by an assigned preceptor. Failure to submit all assignments and evaluations will result in an “incomplete” or a failing grade.

Practice Experience Hours

Students are required to complete 100 direct clinical practice experience hours and 25 indirect care experience hours. Of the required 100 direct clinical hours, 50 hours are specifically community and 50 hours are specifically leadership.

Expectations for Clinical Practice Experiences

Clinical practice experiences make up an essential component of the post-licensure BSN program.

The American Association of Colleges of Nursing (AACN, 2012) defines nursing and the achievement of baccalaureate standards as follows:

“Nursing is a practice discipline that includes both direct and indirect care activities that impact health outcomes. Baccalaureate programs provide opportunities for practice experiences designed to assist graduates to achieve The Essentials of Baccalaureate Education for Professional Nursing Practice. All baccalaureate programs, including RN-BSN programs, must provide practice experiences for students to bridge to baccalaureate-level professional nursing practice” (AACN, 2012).

To meet course and program outcomes, students enrolled in the RN-BSN program are expected to participate in planned, clinical practice experiences that refine professional competencies at the baccalaureate level and enable students to integrate new knowledge and higher-level skills reflective of educational preparation at the baccalaureate degree level. All students, regardless of licensure status, must complete clinical practice experiences that build upon prior learning as a part of a pre-licensure program (diploma or associate nursing).

Professional growth to meet RN-BSN program outcomes are identified and documented using the Individual Success Plan (ISP). Students develop an Individual Success Plan to achieve specific learning goals with their assigned faculty member and in collaboration with a preceptor identified by the student from the practice setting in which the clinical practice experience is planned.

Direct Care/Indirect Care

The American Association of College of Nursing (AACN) in its 2012 “White Paper: Expectations for Practice Experiences in the RN to Baccalaureate Curriculum,” explained the difference between direct and indirect care:

“Direct care refers to nursing care activities provided at the point of care to patients or working with other health care providers that are intended to achieve specific health goals or achieve selected health outcomes. Indirect care refers to nursing decision, actions, or interventions that are provided through or on behalf of patients. These decisions or interventions create the conditions under which nursing care or self-care may occur. Nurses might use administrative decisions, population or aggregate health planning, or policy development to affect health outcomes in this way” (AACN, 2012, p. 3).

In all cases, students should ask the organization or department to share existing practice problems as a means to identify an evidenced-based solution (nursing practice intervention) that would be supported by the organization or department. Worksite settings that do not meet the leadership and community course objectives are not permitted.

Expectations for the Professional Capstone Project Change Proposal

The capstone project change proposal is a clinical practice experience assignment that offers students an opportunity to research and propose an evidence-based nursing intervention to address an issue significant to nursing practice within a clinical environment. Students must identify a specific 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 Class Resources 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-465 Capstone Project Change Proposal Deliverables Table

The “NRS-465 Capstone Project Change Proposal Deliverables Table” is a list of items that must be completed and submitted by the student. Included in the deliverables table are assignments, direct clinical hours, and indirect care experience hours broken down by week. This table is meant to assist the student in constructing the capstone project change proposal successfully.

NRS-465-RS-CapstoneProjectChangeProposalDeliverablesTable.docx

Lopes Activity Tracker

The Lopes Activity Tracker (LAT) is used to track all direct clinical practice experience hours. All direct clinical practice experience hours are entered into the LAT by the student after each clinical experience. Preceptors will enter ThunderTime (the preceptor LAT portal equivalent) to verify the hours submitted by the student. All direct clinical practice experience hours will be reviewed and approved by the faculty.

To record clinical practice experience hours, use the LAT app, located in your student portal. Once you have opened the app, click on the link for your class.

For assistance in adding the LAT to your student portal, review the “Adding Lopes Activity Tracker to the Student Portal” document.

Capstone/Practicum Programmatic Assessments

The Individual Success Plan (ISP) requires collaboration with the course faculty in the first week to establish a plan for successful completion of mutually identified goals and specific deliverables to meet course and programmatic requirements. The ISP is intended to guide students in developing their learning plan over the 10-week course. Programmatic requirements are: (1) completion of required 50 community direct clinical

practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect care experience hours;

(2) completion of work associated with program competencies; and (3) work associated with completion of the student’s capstone project. ISPs are submitted to the digital classroom.

Clinical Practice Experience Roles

Faculty are responsible for working directly with students to select a clinical practice experience and setting deemed appropriate to meet learning objectives of the course as well as guide students in identifying an appropriate scholarly capstone project change proposal to demonstrate application of knowledge in the areas of research, leadership, and community/public health. Practice experiences, settings, preceptors, and projects must be approved by the faculty.

Preceptors support student learning objectives and oversee the clinical practice experience in the practice setting. For program faculty to approve preceptors identified by students, preceptors must:

Possess a current , active, unencumbered RN license in the state in which the clinical practice experience is taking place; or possess a current, active, unencumbered multistate license in either a compact or enhanced Nurse Licensure Compact (eNLC) state.
Hold a bachelor’s degree in nursing (BSN) or
Have a minimum of 3 years of practice experience in direct client
Not be a relative or personal friend of the
Be available to the student to serve as a resource during the clinical practice
Be available to participate in the pre-conference, mid-conference, and post-conference.
Be available to participate in the evaluation process by providing feedback to the student and the faculty member and completing the final evaluation of the

Clinical Practice Experience Settings

Clinical practice experience settings may include :

Hospital-based clinic
Acute care hospital, but only when paired with Infection Control Nurse, Nurse Case Manager, Case Manager in

Utilization Review, Emergency Department Navigator, Chief Nursing Officer, Director of Nursing, or Charge Nurse as preceptor

Occupational health setting
Insurance company, but only when paired with nurse case manager
Public health department
Indian Health Services
Community health center or clinic
University or school health center
Outpatient /community health/clinics/urgent care working with a preceptor who is a nurse practitioner, home health nurse, hospice care/palliative care nurse, transitional care manager, nurse navigator, ambulatory surgical nusre, dialysis center nurse, school health nurse, or prision/correctional nurse

Clinical Practice Experiences

Perform direct assessments of a community or population of
Develop a health promotion/wellness intervention to address specific health issues/needs of a community as identified in the direc
Perform a direct assessment of organizational needs pertaining to the detection of at-risk or vulnerable
Using assessment results, influence the delivery of care, deployment of resources, or the development of policies to promote health and prevent
Possible categories for community clinical practice: (a) Primary prevention: health promotion education; (b) Secondary prevention: screenings for vulnerable population; (c) bioterrorism: disaster preparedness education; or (d) environmental issue detection and staff
Possible categories for leadership clinical practice: (a) develop a new policy or update and outdated policy;

(b) implement a quality improvement initiative; (c) improve communication between patient care units; (d) implement a new procedure; (e) evaluate patient outcomes after a new nursing practice was implemented;

(f) create education for safe and effective use of new technology.

Develop and implement an education initiative to address detection of at-risk or vulnerable populations (may be completed with a nurse leader or infection control nurse as a preceptor).

Student, Faculty, and Preceptor Meetings

Pre-conferences, mid-conferences, and post-conferences between the students, faculty, and preceptors are mandatory. Conferences may be conducted face-to-face or via synchronous technology, such as Skype, Zoom, or Go-to-Meeting. All parties must be present at each of the three mandatory conferences.

A Practice Experience Conference (Pre-Conference) will occur during the first week of the practicum experience. This meeting is intended for students, faculty, and preceptors to review course and program learning objectives, the Individual Success Plan (ISP), the proposed capstone project change proposal, and the roles/ responsibilities/expectations of students, faculty, and preceptors. Preceptors, in particular, will be oriented to the written role expectations of faculty, preceptor, and student.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”) which indicates completion of the preconference and provides detailed notes, comments, and recommendations.

A Practice Experience Conference (Mid-Conference) will occur at the midpoint of the course during Topic 5. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the learning goals contained in the Individual Success Plan (ISP) and course learning objectives. Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development and the Clinical Evaluation Tool (CET) will be reviewed. The CET is completed by the student and the preceptor prior to the conference and will be discussed with the faculty during the conference. Students who are not meeting expectations for the CET will be required to complete remediation work for each section of the CET that does not meet expectations. After the conference, the CET is submitted to the digital classroom for final grading by faculty. The faculty may contact the preceptor after the mid- conference for further input on the CET, if required.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”) which indicates completion of the mid-conference and provides detailed notes, comments, and recommendations.

A Practice Experience Conference (Post-Conference) will occur during the final week of the course in Topic 10. This meeting is intended for the student, faculty, and preceptor to discuss achievement of goals and evaluation of course-specific competencies and requirements identified in the clinical practice experience clinical evaluation tools (evaluation of student, student evaluation of preceptor, and evaluation of practice setting).

The Clinical Evaluation Tool (CET) is completed by the student and the preceptor prior to the post-conference experience and will be reviewed during the post-conference experience with the faculty. The student must achieve “Meets Expectations” on each of the criteria on the CET in order to pass the course. After the

conference, the CET is submitted to the online classroom for final grading by faculty. The faculty may contact the preceptor after the post-conference experience for further input on the CET, if required.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”) which indicates completion of the post-conference and provide detailed notes, comments, and recommendations.

Clinical Evaluation Tool (CET)

Students will need to take a paper copy of the attached “Clinical Evaluation Tool” (CET) to their preceptor during the first week of their practicum experience to discuss the expectations and competencies that must be met. The CET will be completed in Topics 5 and 10 by the preceptor via ThunderTime and will be visible in Lopes Activity Tracker upon completion by the preceptor. It is used as a rubric during your Midterm and Final Evaluations of Student by Preceptor in Topics 5 and 10 respectively.

NRS-465-R-ClinicalEvaluationTool.docx

Interprofessional Collaborative Practice

The Commission on Collegiate Nursing Education (CCNE) in its 2024 “CCNE Standards for Accreditation of Baccalaureate and Graduate Nursing Programs,” explained the expectations for planned experiences embedded within nursing programs to foster interprofessional collaborative practice:

Nursing programs provide “experiences that prepare students to engage in interprofessional collaborative practice. The program affords opportunities for students to collaborate with a variety of individuals and/or organizations that enable students to develop the necessary communication and negotiation skills to enhance patient outcomes” (p. 18-19).

Throughout the practicum experience students are provided with opportunities to engage in interprofessional collaborative practice in order to develop the capstone project change proposal. Faculty and preceptors will help guide students throughout this process.

Guidelines for Undergraduate Field Experiences

Review the Guidelines for Undergraduate Field Experiences, located in the Student Success Center. This material contains important information for your clinical experience and the evaluation process.

https://ssc.gcu.edu/#/page/conhcp/3195

GCU Library Nursing and Health Sciences Research Guide

Refer to the “Nursing and Health Sciences” Research Guide, located on the GCU Library website, for library resources and information pertaining to nursing and health sciences.

This is a discipline-specific research page to assist you with your research. In particular, seek out the “Evidence- Based Practice (EBP)” tab in the library guide for highly specific information pertinent to the capstone project.

http://libguides.gcu.edu/Nursing

Evaluating Websites Tutorial

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/

LopesWrite

Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite. https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite

GCU Technical Support: Lopes Activity Tracker

Visit the GCU Technical Support page to view tutorials and screenshots on how to use the Lopes Activity Tracker.

https://support.gcu.edu/hc/en-us/articles/360036640353-Lopes-Activity-Tracker

RN-BSN FAQs

The attached document provides an overview on securing a preceptor as well as expectations of the practicum experience and defines community and leadership hours categories.

RN-BSN FAQs.pdf

NRS-465-RN-BSN DQ Rubric

NRS-465-RN-BSN-RS-DQ Rubric.pdf

NRS-465 RN-BSN Participation Rubric

NRS-465-RN-BSN-RS-Participation Rubric.pdf

Optional: Publication Manual of the American Psychological Association

For additional information, the following is recommended:

Current version of the Publication Manual of the American Psychological Association.

GCU has made APA templates and other resources available within the Student Success Center, as well as in the GCU Library. However, be aware that a more complete APA style manual can be purchased at your own expense. To order the APA manual, please visit the American Psychological Association website.

Optional: GCU Library Webinars

For additional information, the following is recommended:

Review the webinar information offered 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

Topic 1: Identification of Issue Significant to Nursing Practice I

Objectives:

Create a plan for successful course
Propose possible topics for a capstone project change proposal based on a community needs
Collaborate with a preceptor on a capstone project change

May 20, 2024 – May 26, 2024 Max Points: 81

Resources

Needs and Resources Assessment

Read “Step 01. Needs and Resources Assessment” from Getting to Outcomes Guide for Community Emergency Preparedness, by Ebener, Hunter, Adams, Eisenman, Acosta, and Chinman (2017), available on the RAND Corporation website.

This resource provides an overview of conducting a needs assessment and will be helpful in developing the capstone change project topics in this week’s assignment.

https://www.rand.org/pubs/tools/TL259/step-01.html

Evidence-Based Practice: Are Nurses Ready?

Read “Evidence-Based Practice: Are Nurses Ready?” by Paler and Arganza Cachaper, from Journal of Nursing Practice Applications and Reviews of Research (2021).

This article provides an overview of nurses’ readiness for evidence-based practice (EBP) implementation and is helpful in addressing DQ 1.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=151936166&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Don’t Roll Your Eyes, Roll Out Change

Read “Don’t Roll Your Eyes, Roll Out Change,” by McClay and Mileski, from Nursing Made Incredibly Easy! (2019).

This article summarizes the steps needed to make a practice change and provides a good overview of what the process for the evidence-based change project will look like overall throughout this course.

https://oce-ovid-com.lopes.idm.oclc.org/article/00152258-201911000-00010/HTML

NEEDS ASSESSMENT Supporting Evidence

Review “NEEDS ASSESSMENT Supporting Evidence,” from the Brigham Health Center of Nursing Excellence (2020).

This resource provides an overview of conducting a needs assessment and includes examples of application to nursing practice.

https://www.brighamandwomens.org/assets/BWH/medical-professionals/nursing/pdfs/nursing-needs- assessment.pdf

Institutional Challenges and Solutions to Evidence-Based, Patient-Centered Practice: Implementing ICU Diaries

Read “Institutional Challenges and Solutions to Evidence-Based, Patient-Centered Practice: Implementing ICU Diaries,” by Rogan, Zielke, Drumright, and Boehm, from Critical Care Nurse (2020).

This article addresses how two U.S.-based facilities worked to overcome challenges to evidence-based practice implementation, which can be helpful in thinking about the discussion forum prompts for this week.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=a9h&AN=146467015&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Guidelines for Undergraduate Field Experiences

https://www.gcumedia.com/lms-resources/student-success-center-content/documents/conhcp/conhcp- guidelines-for-undergraduate-field-experiences.pdf

Clinical Practice Experience Documentation

Students are not permitted to initiate work on clinical practice experience assignments until after the pre- conference.

Students will make an appointment to meet with their preceptor to review the course objectives, the Individual Success Plan (ISP), and Clinical Evaluation Tool (CET), and to schedule a preconference with the course faculty member/instructor. The pre-conference must include the instructor, preceptor, and student; all three must be present for the mandatory pre-conference.

Problem Identification: The First Step in Evidence-Based Practice

Read “Problem Identification: The First Step in Evidence-Based Practice,” by Stannard, from AORN Journal

(2021)

This article reviews the definition and steps of evidence-based practice.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000703-202104000-00008&LSLINK=80&D=ovft

Assessments

Summary of Current Course Content Knowledge Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 20, 2024, 11:59 PM 0

Assessment Description

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

Which weekly objectives do you have prior knowledge of and to what extent?
Which weekly objectives do you have no prior knowledge of?
What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?

Class Introductions

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 22, 2024, 11:59 PM 0

Assessment Description

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?

Topic 1 DQ 1

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 22, 2024, 11:59 PM 5

Assessment Description

The National Academy of Medicine (formerly the Institute of Medicine) championed the goal that 90% of

clinical decisions will be evidence-based by 2020. A recent systematic review of the published literature indicates that evidence-based practice (EBP) implementation remains deficient despite an ongoing effort to increase implementation. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which the identified barriers may be addressed.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Topic 1 DQ 2

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 24, 2024, 11:59 PM 5

Assessment Description

In preparation for your assignment this week, brainstorm two to three clinical practice problems or issues you can develop into a nursing practice change. What indicates these are clinical issues in nursing practice?

Support your discussion with two peer-reviewed journal articles.

Capstone Change Project Topics

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 26, 2024, 11:59 PM 5

Assessment Description

The purpose of this assignment is to perform a needs assessment and begin thinking about topics for the capstone project change proposal.

Work with your preceptor to perform a needs assessment of the clinical site, including organization and community, for your practicum. Review the needs assessment to identify possible project topics.

In preparation for the capstone project change proposal, compile a list of three to five possible topics for your project.

You are not required to submit this assignment to LopesWrite.

Individual Success Plan (ISP)

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 26, 2024, 11:59 PM 30

Assessment Description

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 clinical preceptor. Students must establish a plan for successful completion of:

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

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-465 Individual Success Plan” template.

The Individual Success Plan is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

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

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

You are not required to submit this assignment to LopesWrite. Attachments

NRS-465-RS-T1-IndividualSuccessPlan.docx

Lopes Activity Tracker

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 26, 2024, 11:59 PM 10

Assessment Description

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.

Students need to meet the required clinical hours in both leadership and community categories. As such, students will need to ensure to document 50 hours in the leadership category and 50 hours in the community category.

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Troubleshooting tip: For help using Lopes Activity Tracker, you can visit the technical support website listed in the Class Resources. Should your preceptor have difficulties accessing ThunderTime, please reach out to your Field Experience Counselor to have them resend the ThunderTime set up email.

Practice Experience Conference (Pre-Conference) Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 26, 2024, 11:59 PM 10

Assessment Description

Students are required to initiate a preconference that will occur during the first 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” and the student will submit it to the instructor in the digital classroom after the conference has taken place. This form will also be used for the mid-conference and post-conference.

The Practice Experience Conference Form is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the approval form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

You are not required to submit this assignment to LopesWrite. Attachments

NRS-465-RS-PracticeExperienceConferenceForm.docx

Week 1 Participation

Start Date & Time Due Date & Time Points May 20, 2024, 12:00 AM May 26, 2024, 11:59 PM 16

Topic 2: Identification of Issue Significant to Nursing Practice II

Objectives:

Identify GCU resources available to assist in the completion of the capstone project change
Identify a clinical practice problem or an organizational issue within a community clinical practice
Discuss the implications a clinical practice problem or issue has on nursing

May 27, 2024 – Jun 2, 2024 Max Points: 86

Resources

Optional: GCU Library Webinars

For additional information, the following is recommended:

Webinar participation is optional.

http://libguides.gcu.edu/webinars

Educational and Community-Based Programs Workgroup

Read “Educational and Community-Based Programs Workgroup,” located the Healthy People 2030 website. In particular, look for examples of the integration of community health, leadership, and EBP for use in completing the topic assignment.

https://health.gov/healthypeople/about/workgroups/educational-and-community-based-programs-workgroup

Accessing and Selecting the Best Available Evidence: The Second Step in Evidence□Based Practice

Review “Accessing and Selecting the Best Available Evidence: The Second Step in Evidence□Based Practice,” by Stannard and Jacobs, from AORN Journal (2021).

This article is a brief review of searching the literature in order to find relevant evidence to explore your topic of interest.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000703-202110000-00008&LSLINK=80&D=ovft

ECP 2.0: From Strategy to Implementation

Read “EBP 2.0: From Strategy to Implementation,” by Tucker and Gallagher-Ford, from the American Journal of Nursing (2019).

This article reviews the steps of EBP and EBP implementation. It is useful in addressing the second discussion question.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201904000-00027&LSLINK=80&D=ovft

Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why Does it Matter?

Read “Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why Does it Matter?” located on the Icahn School of Medicine at Mount Sinai website.

This website helps define the characteristics of evidence-based practice, quality improvement, and research. It is useful in addressing DQ2 in this topic.

Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why Does it Matter?

GCU Library: Find Journal Articles

Refer to the “Find Journal Articles” page of the GCU Library to access library resources that will be helpful in the discussion forum this week.

https://libguides.gcu.edu/az.php?s=66982&p=1

Identifying a Problem

Watch Identifying a Problem by Sage Knowledge (2020), via the GCU Library.

This short video reviews how problem identification and goal setting occur in quality improvement initiatives. https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/video/identifying-a-problem

Appendix B: Question Development Tool

Read “Appendix B: Question Development Tool” in Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from ProQuest Ebook Central via the GCU Library.

This tool guides students in identifying a practice problem for their change project. https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=312

GCU Library: What Are Empirical/Research Articles?

Refer to the “What Are Empirical/Research Articles?” page of the “Nursing and Health Sciences” Research Guide, located on the GCU Library website. This library resource will be helpful in the discussion forum this week.

https://libguides.gcu.edu/Nursing/research

The Underappreciated and Misunderstood PICOT Question: A Critical Step in the EBP Process

Read “The Underappreciated and Misunderstood PICOT Question: A Critical Step in the EBP Process,” by Gallagher-Ford and Melnyk, from Worldviews on Evidence-Based Nursing, (2019).

This article provides a succinct overview of the purpose of the PICOT question in evidence-based practice. Understanding how the clinical problem relates to the PICOT question will help you develop your PICOT question in Topic 3.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=140231445&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

What Is Evidence-Based Practice in Nursing?

Read “What Is Evidence-Based Practice in Nursing?” located on the American Nurses Association website.

The article discusses EBP in nursing with examples and steps needed to implement EBP in practice settings. https://www.nursingworld.org/practice-policy/nursing-excellence/evidence-based-practice-in-nursing/

GCU Library: Capstone and Evidence-Based Projects

Refer to the “Capstone and Evidence-Based Projects” page of the “Nursing and Health Sciences” Research Guide, located on the GCU Library website. This library resource will be helpful in the discussion forum this week.

https://libguides.gcu.edu/Nursing/Capstones

GCU Library Nursing and Health Sciences Research Guide

Refer to the “Nursing and Health Sciences” Research Guide, located on the GCU Library website, for library resources and information pertaining to nursing and health sciences. This library resource will be helpful in the discussion forum this week.

https://libguides.gcu.edu/Nursing

Assessments Topic 2 DQ 1

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM May 29, 2024, 11:59 PM 5

Assessment Description

Once you have selected a topic for your capstone project, you will need to examine research articles to explore viable solutions. The GCU Library has various resources to support students during this process.

Based on the first letter of your first name, you are assigned the following GCU Library resource: A-F: GCU Library Nursing and Health Sciences Research Guide

G-L: GCU Library: Find Journal Articles

M-S: GCU Library: What Are Empirical/Research Articles? T-Z: GCU Library: Capstone and Evidence-Based Projects

Please note: each of these links can be found in the topic Resources.

Describe the resource assigned to you including two examples of how this resource will support your successful completion of the capstone project.

expectations for initial discussion question posts and participation posts, respectively.Topic 2 DQ 2

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM May 31, 2024, 11:59 PM 5

Assessment Description

Differentiate between research and EBP. Discuss a peer-reviewed article that you have located that supports the need for a change in nursing practice.

Benchmark – Capstone Project Topic Selection and Approval

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM Jun 2, 2024, 11:59 PM 40

Assessment Traits

Requires LopesWrite Benchmark

Assessment Description

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

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.

This project is only a proposal and will not be implemented in a practice setting.

Write a 750-1000-word description of your proposed capstone project topic. Include the following:

Describe the problem or issue that will be the focus of the change Explain with which category (leadership or community) the selected topic would best align.
Discuss the setting or context in which the problem or issue can be observed and describe the population affected by this problem or issue.
Discuss the implications this clinical practice problem or issue has on nursing
Based on your needs assessment in Topic 1, describe why this is a priority for the community/clinical site or affected clinical population.
Briefly describe the organizational structure (mission, vision, values, leadership structure, ) of the

practicum site. What internal and external processes will impact care coordination for the selected population or community?

How effective has the organization been in addressing the identified problem or issue?

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

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.

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-BSN

7.1: Apply knowledge of systems to work effectively across the continuum of care.

7.3: Optimize system effectiveness through application of innovation and evidence-based practice. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.1, 7.1 and 7.3

Lopes Activity Tracker

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM Jun 2, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 2 Participation

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM Jun 2, 2024, 11:59 PM 16

Scholarly Activities

Start Date & Time Due Date & Time Points May 27, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Traits

Requires LopesWrite

Assessment Description

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 clubs, 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. 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.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 9.3, 10.2, 10.3

Attachments

NRS-465-RS-ScholarlyActivities.docx

Topic 3: Development of Evidence-Based Practice Change Proposal I

Objectives:

Develop a PICOT question for an identified nursing practice problem or
Explain how self-reflection supports ethical comportment and moral courage in decision-making.

Jun 3, 2024 – Jun 9, 2024 Max Points: 101

Resources

Evidence-Based Practice, Quality Improvement, and Research: A Visual Model

Read “Evidence-Based Practice, Quality Improvement, and Research: A Visual Model,” by Grys, from Nursing

(2022).

This article provides a visual representation and summary of key differences between EBP, quality improvement, and research. The EBP project examples can be helpful in developing the topic for the capstone project.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-202211000-00015&LSLINK=80&D=ovft

Taking the Next Step in a Clinical Inquiry Project

Read “Taking the Next Step in a Clinical Inquiry Project,” by Granger, from AACN Advanced Critical Care (2020).

This article provides a step-by-step guide for creating an effective PICOT question with examples.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=143057284&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Use of EBP as a Problem□Solving Approach to Improve Patient Satisfaction While Overcoming the COVID Pandemic Barriers

Read “Use of EBP as a Problem□Solving Approach to Improve Patient Satisfaction While Overcoming the COVID Pandemic Barriers,” by Berryman, from Worldviews on Evidence-Based Nursing (2021).

This article provides a useful example of EBP application and reviews the steps needed to develop an EBP project and review the literature to develop a solution and implementation plan.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=153935429&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Formulating Well-Written Clinical Practice Questions and Research Questions

Read “Formulating Well-Written Clinical Practice Questions and Research Questions,” by Bermudez, from

Nursing and Health Sciences Research Journal (2021).

This article provides an overview of the difference between EBP and research and reviews how to develop research questions. Although the latter is not directly applicable to this course, the former is helpful in understanding how to develop the topic for the capstone change project.

https://scholarlycommons.baptisthealth.net/cgi/viewcontent.cgi?article=1113&context=nhsrj

Reflective Practice 1: Aims, Principles and Role in Revalidation

Read “Reflective Practice 1: Aims, Principles and Role in Revalidation,” by Agnew, from Nursing Times (2022).

This article reviews the benefits of partaking in reflective practice through the review of this practice in specific settings.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=156869537&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Chapter 2: Problem Identification

Read “Chapter 2: Problem Identification” from The Peace Model for Evidence-Based Practice for Clinical Nurses, by Rivera and Fitzpatrick (2021), available from ProQuest Ebook Central via the GCU Library.

This chapter reviews the components of the PICO question and defines clearly its application using examples. https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=47

Assessments

Topic 3 DQ 1

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 5, 2024, 11:59 PM 5

Assessment Description

Develop a PICOT question using your approved nursing practice problem. Post a draft of your PICOT question in the following format:

In (Population), how does (Intervention) compared to (Comparison) affect

(Outcome) within (Time, optional)?

This should be the same question you will be using in your “PICOT Question Development” assignment. Give and receive feedback to refine your PICOT question.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.3

Topic 3 DQ 2

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 7, 2024, 11:59 PM 5

Assessment Description

Define the role of the Institutional Review Board (IRB) when conducting research. Provide an example of a peer-reviewed research article involving human subjects and addressing a nursing practice issue. Discuss the ethical considerations the researchers considered when conducting the study.

Benchmark – Professional Capstone and Practicum Reflective Journal – Topic 3

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 9, 2024, 11:59 PM 15

Assessment Traits Benchmark

Assessment Description

Students are required to submit reflective journal entries at specific points throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum.

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the following reflective questions:

Reflect on your personal and professional values and your conscious and unconscious biases as they relate to your practicum Explain what steps you have taken, or will need to take, to become more aware of how these values and biases influence your interactions. How will values and biases impact your practice?
Based on your own implicit biases, discuss the relationship that one’s culture and environment have on these How has the environment you live and work in shaped your own implicit biases? Is the environment of your practicum site impacting your biases?
How can self-reflection be used to help us exhibit ethical comportment and moral courage in decision making in our practice?

While APA style is not required for the body of this assignment, solid academic writing is expected.

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-BSN

9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 9.5, 9.6, and 10.3

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 9, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

PICOT Question Development

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 9, 2024, 11:59 PM 50

Assessment Traits

Requires LopesWrite

Assessment Description

The purpose of this assignment is to develop a PICOT question. A PICOT (Patient, Intervention, Comparison, Outcome and Time) question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the

problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process.

Using the “PICOT Question” template, formulate a PICOT question applying the PICOT format that addresses the approved clinical nursing problem from Topic 2.

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

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

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.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.1

Attachments

NRS-465-RS-T3-PICOTDevelopment.docx

Week 3 Participation

Start Date & Time Due Date & Time Points Jun 3, 2024, 12:00 AM Jun 9, 2024, 11:59 PM 16

Topic 4: Development of Evidence-Based Practice Change Proposal II

Objectives:

Compare change and nursing
Propose a change or nursing theory for a capstone project change proposal
Synthesize discovered evidence-based research data for supporting the capstone project change

Jun 10, 2024 – Jun 16, 2024 Max Points: 86

Resources

How to Conduct a Literature Review

Read “How to Conduct a Literature Review,” by Watts, from Podiatry Review (2020).

This resource discusses how to conduct an effective literature review, which is useful in completing this week’s assignment.

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Interpreting Outcomes 1 – Change and Difference: Linking Evidence to Practice

Review “Interpreting Outcomes 1 – Change and Difference: Linking Evidence to Practice,” by Kamper, from the

Journal of Orthopaedic and Sports Physical Therapy (2019).

This article discusses how to review research articles and determine applicability to one’s identified practice problem.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=136608886&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Dynamics of Nursing: Art and Science of Professional Practice

Read the sections titled “Nursing Theory” and “Conceptual Models” in Chapter 2 of Dynamics in Nursing: Art and Science of Professional Practice, by Dean, Falkner, Green, Helbig, and Whitney (2022).

This section of Chapter 2 discusses nursing theories and provides examples of various theories that are commonly applied to nursing practice.

https://bibliu.com/app/#/view/books/1000000000583/epub/Chapter2.html#page_39

Optional: Nursing Theories and Nursing Practice

For additional information, the following is recommended:

Nursing Theories and Nursing Practice, by Smith (2019), available from ProQuest Ebook Central via the GCU Library.

Review table of contents to get an idea of nursing theories and review sections of the book as applicable to learn more about certain theories, which is applicable to the discussion forum for this week.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=5985004

The Connection Between Nursing Theory and Practice

Read “The Connection Between Nursing Theory and Practice,” by Mintz-Binder, from Nursing Made Incredibly Easy! (2019).

This article provides an overview of nursing theories and reviews how they are developed and applied into practice. The latter part of the article lists examples of commonly applied nursing theories, which can be helpful for further exploration.

https://oce-ovid-com.lopes.idm.oclc.org/article/00152258-201901000-00002/HTML

How to Appraise Qualitative Research

Read “How to Appraise Qualitative Research,” by Moorley and Cathala, from Evidence-Based Nursing (2019).

This article is helpful in the review and appraisal of qualitative research.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00124408-201901000-00004&LSLINK=80&D=ovft

Decreased Pediatric Trauma Length of Stay and Improved Disposition with Implementation of Lewin’s Change Model

Read “Decreased Pediatric Trauma Length of Stay and Improved Disposition with Implementation of Lewin’s Change Model,” by Abd El-Shafy, Zapke, Sargeant, Princ, and Christopherson, from the Journal of Trauma Nursing (2019).

This article provides an application-based example of Lewin’s Change Model and can be used as a guide for the discussion forum this week.

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Assessments

Topic 4 DQ 1

Start Date & Time Due Date & Time Points Jun 10, 2024, 12:00 AM Jun 12, 2024, 11:59 PM 5

Assessment Description

Assess the culture of the clinical site/organization and organizational policies for potential challenges in implementing the nursing practice intervention. Why is understanding the health care system and clinical system at the local level important to consider when planning an EBP implementation?

Topic 4 DQ 2

Start Date & Time Due Date & Time Points Jun 10, 2024, 12:00 AM Jun 14, 2024, 11:59 PM 5

Assessment Description

Compare and contrast two change and/or nursing theories. Explain which theory would best support the

implementation of your specific evidence-based intervention. Provide rationale for your choice. Gather feedback on applying this theory to your clinical setting from your preceptor and share their insights in your post.

Literature Evaluation Table

Start Date & Time Due Date & Time Points Jun 10, 2024, 12:00 AM Jun 16, 2024, 11:59 PM 50

Assessment Description

In nursing practice, accurate identification 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.

This 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 (published within the past 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 identified in the proposed capstone project.

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. Attachments

NRS-465-T4-RS-Literature Evaluation Table.docx

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jun 10, 2024, 12:00 AM Jun 16, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 4 Participation

Start Date & Time Due Date & Time Points Jun 10, 2024, 12:00 AM Jun 16, 2024, 11:59 PM 16

Topic 5: Change Proposal Implementation Plan I

Objectives:

Identify internal and external stakeholders for implementing a change
Develop a solution for addressing a clinical practice issue for improving patient
Discuss the impact of a proposed nursing practice
Discuss steps for implementing a proposed nursing practice intervention for a capstone change

Jun 17, 2024 – Jun 23, 2024 Max Points: 111

Resources

Appendix H: Synthesis and Recommendations Tools

Read “Appendix H: Synthesis and Recommendations Tools” in Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from ProQuest Ebook Central via the GCU Library.

Appendix H is helpful in synthesizing research evidence in order to form recommendations for your project using research findings.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=348

Appendix C: Stakeholder Analysis and Communication Tool

Read “Appendix C: Stakeholder Analysis and Communication Tool ” in Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from ProQuest Ebook Central via the GCU Library.

This tool is helpful in determining one’s stakeholders (relevant to this topic’s discussion forum) and thinking about how to best communicate with them (relevant in this and next week’s topic).

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=317

Implementation: The Linchpin of Evidence-Based Practice Changes

Read “Implementation: The Linchpin of Evidence-Based Practice Changes,” by Tucker, from American Nurse Today (2019).

This resource provides insights into planning for implementation and includes an overview of sustaining change.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=135476149&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Implementation Science: Application of Evidence□Based Practice Models to Improve Healthcare Quality

Read “Implementation Science: Application of Evidence□Based Practice Models to Improve Healthcare Quality,” by Tucker et al., from Worldviews on Evidence-Based Nursing (2021).

This resource examines various models that can be used to implement EBP.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=149844301&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

SMART Desired Outcomes Tool

Refer to the “SMART Desired Outcomes Tool” section of “Step 02. Goals and Desired Outcomes” from Getting to Outcomes Guide for Community Emergency Preparedness, by Ebener, Hunter, Adams, Eisenman, Acosta, and Chinman (2017), available on the RAND Corporation website.

This tool offers examples of objectives (goals) and associated outcomes. This will help you in completing this topic’s assignment.

https://www.rand.org/pubs/tools/TL259/step-02.html

Organizational Structures and Processes in Nurse-Led, Evidence-Based Practice Projects That

Lead to Measurable Outcomes: A Scoping Review Protocol

Read “Organizational Structures and Processes in Nurse-Led, Evidence-Based Practice Projects That Lead to Measurable Outcomes: A Scoping Review Protocol,” by Carroll, Murphy, Romano, and Uremovich, from JBI Evidence Synthesis (2021).

This article provides a good overview of organizational structures and processes that impact nurse-led EBP implementation.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=02174543-202110000-00020&LSLINK=80&D=ovft

Community Stakeholder Preferences for Evidence-Based Practice Implementation Strategies in Behavioral Health: A Best-Worst Scaling Choice Experiment

Read “Community Stakeholder Preferences for Evidence-Based Practice Implementation Strategies in Behavioral Health: A Best-Worst Scaling Choice Experiment,” by Williams et al., from BMC Psychiatry (2021).

This study examines stakeholder preferences in implementation planning. It can be useful in planning for stakeholder engagement.

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Assessments

Topic 5 DQ 1

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 19, 2024, 11:59 PM 5

Assessment Description

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. Based on your assessment, identify two internal and two external stakeholders. Why is their support necessary to the success of your change proposal? Identify one unique strength (as a person/nurse) that would help you secure support from stakeholders in order to develop effective interprofessional relationships.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.5, 6.2, 9.1

Topic 5 DQ 2

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 21, 2024, 11:59 PM 5

Assessment Description

Technology is integral to successful implementation in many projects, through either support or integration or both. Name two information/communication technologies that could improve the implementation process and the outcomes of your capstone project. How would this technology be appropriately applied during the implementation phase of your project? Describe one potential barrier that could prevent the use of this technology.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 8.1, 8.3

Benchmark – Capstone Change Project Implementation Plan

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 23, 2024, 11:59 PM 45

Assessment Traits

Requires LopesWrite Benchmark

Assessment Description

The purpose of this assignment will be to begin developing an implementation plan for your project.

In 750-1,000-words, include the following in your plan:

In 1-2 sentences, summarize the problem or issue being addressed by your proposed change
Based on the assessment of your practicum site and the literature evaluation you completed in Topic 4, propose how you will address the identified problem or issue (this will be the solution). Solutions should include sociocultural and linguistic considerations and affect nursing
Discuss steps for how the nursing practice intervention will be implemented in the capstone project change proposal proposed In your discussion include the impact it will have on nursing practice.
Write a list of three to five objectives for your proposed Remember, objectives serve as the goals of your project.
Based on your objectives, develop a list of three to five measurable outcomes for your proposed Remember, outcomes serve as the tangible, measurable results of implementing your project and should align with your objectives.
Provide a rationale for how your proposed project, objectives, and outcomes demonstrate respect for autonomy (self-determination) for individuals and diverse

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

Prepare this assignment according to the guidelines 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-BSN

5.1: Apply quality improvement principles in care delivery.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 2.8. 3.1, 5.1

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 23, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Midterm Evaluation of Student Using the Clinical Evaluation Tool (CET)

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 23, 2024, 11:59 PM 20

Assessment Description

The preceptor will perform a midterm evaluation with the faculty. The preceptor will input the evaluation content into ThunderTime, which will be visible in the student’s Lopes Activity Tracker once completed by the preceptor. The student will upload the evaluation into the digital classroom after meeting with the preceptor to discuss the midterm evaluation. If the student receives an “Unacceptable” or “Below Expectations” in any category, the student will remediate for that category of the CET.

Both the student and preceptor must sign the form. The midterm evaluation is a clinical artifact that is necessary to meet clinical requirements for this course. Therefore, the evaluation should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Students must submit all assigned deliverables, assessments, and evaluations including documentation of 100 clinical hours approved by an assigned preceptor (due in Topic 10). Additionally, students requiring remediation, must complete remediation successfully with their faculty and preceptor. Failure to submit all assignments, evaluations, and remediation (if applicable) will result in an “incomplete” or a failing grade.

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.

Practice Experience Conference (Mid-Conference) Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 23, 2024, 11:59 PM 10

Assessment Description

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 “Midterm Evaluation of Student using the Clinical Evaluation Tool (CET)”, which is submitted in the online classroom prior to the conference. The CET will be discussed during the mid-conference and graded in the online classroom by the faculty after the mid-conference.

The “Practice Experience Conference Form” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the approval form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Attachments

NRS-465-RS-PracticeExperienceConferenceForm.docx

Week 5 Participation

Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jun 23, 2024, 11:59 PM 16

Clinical Practice Experience Remediation Start Date & Time Due Date & Time Points Jun 17, 2024, 12:00 AM Jul 7, 2024, 11:59 PM 0

Assessment Traits

Requires LopesWrite

Assessment Description

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-465: Clinical Experience Remediation” document. The required activities must be submitted in the digital classroom upon their completion by the end of Topic 7. All required remediation activities will be reviewed and approved by the faculty.

The “NRS-465: Clinical Practice Experience Remediation” form is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand- written signature. A typed electronic signature will not be accepted.

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.

Topic 6: Change Proposal Implementation Plan II

Objectives:

Describe how leadership and economic models of health care improve patient
Select resources essential for a change proposal in collaboration with a clinical site
Synthesize evidence-based research for a capstone

Jun 24, 2024 – Jun 30, 2024 Max Points: 81

Resources

Synthesis

Explore “Synthesis” from the Aultman Health Sciences Library (2023).

This resource, which includes videos, provides information on how to synthesize literature from a literature review. It is helpful in completing this week’s assignment.

https://aultman.libguides.com/c.php?g=545558&p=7711993

How To Synthesize Written Information From Multiple Sources

Read “How To Synthesize Written Information From Multiple Sources,” by McCombes, from SimplyPsychology (2023).This website provides a guide on how to synthesize information from various research articles and includes examples. It is useful in completing this week’s assignment.

https://www.simplypsychology.org/ synthesising.html#:~:text=Synthesizing%20simply%20means%20combining.,to%20make%20an%20overall%20 point

ORDER A CUSTOMIZED, PLAGIARISM-FREE NRS 465 Week 10 Assignment: Applied Evidence-Based Project and Practicum HERE

Why, When, Who, What, How, and Where for Trainees Writing Literature Review Articles

Review “Why, When, Who, What, How, and Where for Trainees Writing Literature Review Articles,” by Koons, Schenke-Layland, and Mikos, from Annals of Biomedical Engineering (2019).

This article provides a step-by-step guide for writing literature review articles. Although we are not writing a literature review articles, the steps discussed are still relevant to writing a literature review for this course.

https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/why-when-who-what-how- where-trainees-writing/docview/2228412966/se-2

What Are Resources, and Why Are They Important?

This guide helps students determine resources for their project and is directly applicable to this week’s assignment related to resource identification.

NRS-465-RS-T6-TypesofResources.docx

Assessments

Topic 6 DQ 1

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 26, 2024, 11:59 PM 5

Assessment Description

After discussion with your preceptor, describe how leadership and economic models of health care can be used to optimize EBP to improve patient outcomes.

Topic 6 DQ 2

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 28, 2024, 11:59 PM 5

Assessment Description

Provide an overview of your implementation plan developed in Topic 5 and discuss any modifications that need to be made.

In responses to your peers, provide suggestions on how the implementation plan can be improved.

Benchmark – Literature Review

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 30, 2024, 11:59 PM 40

Assessment Traits

Requires LopesWrite Benchmark

Assessment Description

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

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the PICOT question from the earlier “PICOT Question” template and information from the “Literature Evaluation Table” assignment to develop a review.

Using eight peer-reviewed articles, write 750-1,000-word review that includes the following sections: Introduction section (including PICOT Question)

A summary of the purpose of the studies A comparison of sample populations

A synthesis of the studies’ conclusions (when looking at all of the studies together, group the conclusions by themes )

A summary of the limitations of the studies

A conclusion section, incorporating recommendations for further research

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

Prepare this assignment according to the guidelines 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-BSN

: Advance the scholarship of

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 4.1

Capstone Change Project Resources

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 30, 2024, 11:59 PM 5

Assessment Description

Collaborate with your preceptor to assess the clinical site for resources needed for the change proposal. Review your proposed implementation plan thus far to determine what resources would be needed if the change proposal were to be implemented.

Write a list of at least four resources you will need in order to implement your change proposal. The assignment will be used to develop the capstone project change proposal.

You are not required to submit this assignment to LopesWrite.

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 30, 2024, 11:59 PM 10

Assessment Description

Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you

have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty.

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 6 Participation

Start Date & Time Due Date & Time Points Jun 24, 2024, 12:00 AM Jun 30, 2024, 11:59 PM 16

Topic 7: Change Proposal Evaluation Plan

Objectives:

Create a plan for evaluating outcomes of a proposed nursing practice intervention for a change
Explain how economics, policy, and regulatory requirements impact care

Jul 1, 2024 – Jul 7, 2024 Max Points: 71

Resources

Chapter 7: Evaluation

Read “Chapter 7: Evaluation from The Peace Model for Evidence-Based Practice for Clinical Nurses, by Rivera and Fitzpatrick (2021), available from ProQuest Ebook Central via the GCU Library.

Read ebook pages 169-172 from start of chapter through end of section “EBP Evaluation.” These sections provide an overview of the evaluation of evidence-based practice projects.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=169

Step 08. Outcome Evaluation

Read “Step 08. Outcome Evaluation” from Getting to Outcomes Guide for Community Emergency Preparedness, by Ebener, Hunter, Adams, Eisenman, Acosta, and Chinman (2017), available on the RAND Corporation website.

This resource provides information on how to develop an evaluation plan for your project. It has great examples, which can be helpful in completing this week’s assignment.

https://www.rand.org/pubs/tools/TL259/step-08.htm

Assessments

Topic 7 DQ 1

Start Date & Time Due Date & Time Points Jul 1, 2024, 12:00 AM Jul 3, 2024, 11:59 PM 5

Assessment Description

In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Based on faculty feedback from your Topic 5 implementation plan, make updates to your objectives and outcomes. List one objective and its associated outcome. How will you be able to evaluate whether or not this outcome was met? Discuss how using this process of evaluation will allow you to evaluate whether your project made a difference in practice.

Topic 7 DQ 2

Start Date & Time Due Date & Time Points Jul 1, 2024, 12:00 AM Jul 5, 2024, 11:59 PM 5

Assessment Description

Look ahead at the Topic 8 Benchmark – Capstone Project Change Proposal assignment. What additional information do you need to complete your capstone project paper in Topic 8? Describe your plan to obtain it. Identify one area of the Topic 8 assignment that you will need to review and potentially revise. Discuss the aspects that you might want additional feedback on from your peers and post it here.

In responses to your peers, provide feedback on areas classmates identified in their initial DQ response and suggest ways to improve or additional considerations to take into account.

Initial discussion question posts should be a minimum of 200 words. References will not be required. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. Please note: Criterion 2 on the “RN-BSN DQ Rubric” will only assess for word count.

Benchmark – Professional Capstone and Practicum Reflective Journal – Topic 7

Start Date & Time Due Date & Time Points Jul 1, 2024, 12:00 AM Jul 7, 2024, 11:59 PM 15

Assessment Traits Benchmark

Assessment Description

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the following reflective questions:

You have developed a list of resources needed for your project implementation in Topic 6. To complete this reflective journal, discuss with your preceptor the relationship between policy, regulatory requirements, and economics on care outcomes. Discuss how regulatory requirements and financial resources available will impact your project. How do you think this will impact the care that your practicum site will be able to provide?

Reflect on the relationship you discussed above as well as your practicum site experience. Provide an example from your practicum site of these relationships or discuss an example from your professional or personal experience.

While APA style is not required for the body of this assignment, solid academic writing is expected.

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-BSN

7.2: Incorporate consideration of cost-effectiveness of care.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 7.2

Capstone Change Project Evaluation Plan Start Date & Time Due Date & Time Points Jul 1, 2024, 12:00 AM Jul 7, 2024, 11:59 PM 20

Assessment Traits

Requires LopesWrite

Assessment Description

The purpose of this assignment will be to develop an evaluation plan for your capstone change project.

Review your implementation plan including the objectives and outcomes and review your required resources. Then, develop a process to evaluate the intervention if it were implemented.

Use the “Capstone Change Project Evaluation Plan” template to complete the assignment.

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.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.1

Lopes Activity Tracker

Start Date & Time Due Date Time Points Jul 1, 2024, 12:00 AM Jul 7, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 7 Participation

Start Date & Time Due Date & Time Points Jul 1, 2024, 12:00 AM Jul 7, 2024, 11:59 PM 16

Topic 8: Evidence-Based Capstone Project Change Proposal I

Objectives:

Synthesize components of a project change proposal into a culminating
Identify potential barriers to the implementation of a change
Propose solutions for overcoming potential

Jul 8, 2024 – Jul 14, 2024 Max Points: 196

Resources

Unit Leadership and Climates for Evidence□Based Practice Implementation in Acute Care: A Cross□Sectional Descriptive Study

Review “Unit Leadership and Climates for Evidence□Based Practice Implementation in Acute Care: A Cross□ Sectional Descriptive Study,” by Shuman, Powers, Banaszak-Holl, and Titler, from the Journal of Nursing Scholarship (2019).

This study examines leadership and nurse views of evidence-based practice implementation in acute care.

https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/unit-leadership-climates- evidence-based-practice/docview/2169563834/se-2?accountid=7374

Implementation Science: A Critical Strategy Necessary to Advance and Sustain Evidence□ Based Practice

Review “Implementation Science: A Critical Strategy Necessary to Advance and Sustain Evidence□Based Practice,” by McNett, Tucker, and Melnyk, from Worldviews on Evidence-Based Nursing (2019).

This article introduces the idea of implementation science and the role it plays in sustaining change.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=136821434&site=ehost-

live&scope=site&custid=s8333196&groupid=main&profile=ehost

Evidence-Based Practice Should Be Goal for Everyone

Review “Evidence-Based Practice Should Be Goal for Everyone,” from Hospital Peer Review (2020).

This resource discusses important consideration related to evidence-based practice in health care settings.

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/trade-journals/evidence- based-practice-should-be-goal-everyone/docview/2506740066/se-2?accountid=7374

Development and Implementation of a Model for Research, Evidence-Based Practice, Quality Improvement, and Innovation

Review “Development and Implementation of a Model for Research, Evidence-Based Practice, Quality Improvement, and Innovation,” by Hagle, Dwyer, Gettrust, Lusk, Peterson, and Tennies, from Journal of Nursing Care Quality (2020).

This article reviews the development of an evidence-based practice implementation model.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi? T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001786-202004000-00002&LSLINK=80&D=ovft

Statistical, Practical and Clinical Significance and Doctor of Nursing Practice Projects

Review “Statistical, Practical and Clinical Significance and Doctor of Nursing Practice Projects” by Carpenter, Waldrop, and Carter-Templeton, from Nurse Author and Editor (2021).

This article reviews statistical significance as well as clinical significance. It is relevant for the discussion forum this week.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=154358423&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Assessments

Topic 8 DQ 1

Start Date & Time Due Date & Time Points Jul 8, 2024, 12:00 AM Jul 10, 2024, 11:59 PM 5

Assessment Description

Based on your Topic 7 Capstone Change Project Evaluation Plan, explain the dependent variable that is being measured and the independent variable that is being manipulated. Hypothesize the results of the manipulation of the independent variable and the change you expect to occur in the dependent variable.

“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Topic 8 DQ 2

Start Date & Time Due Date & Time Points Jul 8, 2024, 12:00 AM Jul 12, 2024, 11:59 PM 5

Assessment Description

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

Benchmark – Capstone Project Change Proposal

Start Date & Time Due Date & Time Points Jul 8, 2024, 12:00 AM Jul 14, 2024, 11:59 PM 160

Assessment Traits

Requires LopesWrite Benchmark

Assessment Description

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 2,500-3,000-word written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

Background of clinical problem
Clinical problem statement (Topic 3 assignment)
Purpose of the change proposal in relation to providing patient care in the changing health care system (Topic 2 assignment)
PICOT question (Topic 3 assignment)
Literature search strategy employed (Topic 4 assignment)
Synthesis of literature review (Topic 6 assignment)
Applicable change or nursing theory utilized (Topic 4 DQ 2)
Proposed implementation plan with outcome measures (Topic 5 assignment)
Plan for evaluating the proposed nursing intervention (Topic 6 assignment)
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome (Topic 5 DQ 2 and any other barriers that have not yet been considered)
Appendix section: Update the Capstone Change Project Evaluation plan developed in Topic 7 as

Include it as Appendix A. Additional items developed for your capstone project (i.e., patient or staff education materials, etc.) can also be attached but are optional.

Review the feedback from your instructor on the Capstone Project assignments submitted throughout the course and referenced above. Use this feedback to make appropriate revisions to these before submitting.

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

Prepare this assignment according to the guidelines 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-BSN

1.3: Demonstrate clinical judgment founded on a broad knowledge base.

2.5: Develop a plan of care.

: Integrate best evidence into nursing

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 1.3, 2.5, 3.3, 3.5, 4.2, 10.2, 10.3

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jul 8, 2024, 12:00 AM Jul 14, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 8 Participation

Start Date & Time Due Date & Time Points Jul 8, 2024, 12:00 AM Jul 14, 2024, 11:59 PM 16

Topic 9: Evidence-Based Capstone Project Change Proposal II

Objectives:

Design a professional presentation for dissemination of the capstone project change
Reflect on practicum experience for personal and professional growth as a health care

Jul 15, 2024 – Jul 21, 2024 Max Points: 66

Resources

Putting Data into Context. In Ultimate Presentations: Master Interviews and Presentations to Land Your Dream Job

Read “Putting Data Into Context” from Ultimate Presentations: Master Interviews and Presentations to Land Your Dream Job, by Surti (2021), available from Books 24×7 via the GCU Library.

This resource provides examples of how data can be used to make an impact in your presentation. This resource is helpful in competing this week’s assignment.

https://lopes.idm.oclc.org/login?url=http://library.books24x7.com.lopes.idm.oclc.org/library.asp?

%5eB&bookid=156906&chunkid=650155437&rowid=141

Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice

Read “Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice,” by Ost, Blalock, Fagan, Sweeney, and Miller-Hoover, from Critical Care Nurse (2020).

This article discusses the barriers to evidence-based practice implementation and offers possible solutions.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=143440827&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Tips for Creating and Delivering an Effective Presentation

Review “Tips for Creating and Delivering an Effective Presentation,” located on the Microsoft website (2022).

This resource includes tips for creating effective presentations and will be useful in completing this week’s assignment.

https://support.microsoft.com/en-us/office/tips-for-creating-and-delivering-an-effective-presentation- f43156b0-20d2-4c51-8345-0c337cefb88b

Creating Effective PowerPoint Presentations in APA or MLA Style

Review “Creating Effective PowerPoint Presentations in APA or MLA Style.” This PowerPoint example provides tips and tricks for creating effective presentations and includes additional tips in the speaker notes. It is helpful in developing the capstone change project presentation in this topic.

https://ssc.gcu.edu/#/page/writing-center/3553

GCU Library Public Speaking and Presentations Research Guide

Review the “Public Speaking and Presentations” Research Guide, located on the GCU Library website, for resources to help develop speeches and create presentations.

https://libguides.gcu.edu/PublicSpeaking

Evidence□Based Practice: A New Dissemination Guide

Read “Evidence□Based Practice: A New Dissemination Guide,” by Dean, Gallagher, and Connor, from

Worldviews on Evidence-Based Nursing (2021).

This resource provides an overview of EBP dissemination and promotes standardizing the approach in health care.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=148722350&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehos

Assessments

Topic 9 DQ 1

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 17, 2024, 11:59 PM 5

Assessment Description

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 improve on these skills based on self-awareness if you want to present your findings in a more formal setting.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited

using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Topic 9 DQ 2

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 19, 2024, 11:59 PM 5

Assessment Description

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

Benchmark- Capstone Project Change Proposal Presentation for Faculty Review and Feedback

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 21, 2024, 11:59 PM 15

Assessment Traits

Requires LopesWrite Benchmark

Assessment Description

The purpose of this assignment is to develop a presentation for your capstone project change proposal that you will present in Topic 10 to leaders and interprofessional stakeholders at your practicum site.

Prepare a presentation using as a guide the Topic 8 “Benchmark – Capstone Project Change Proposal” that was completed previously.

Students will disseminate this presentation to leadership at the practicum site in Topic 10. Reach out to your preceptor to collaborate on confirming a date and time to present this PowerPoint to an interprofessional audience of leaders and stakeholders at the practicum site.

Prepare a 10-15-slide PowerPoint presentation of your capstone project change proposal to include the following:

Identify the clinical problem statement and explain the purpose of the evidence-based change
Summarize the evidence/literature, including connection to the proposed
Propose an implementation plan with an intervention and outcome measures.
Outline the roles and responsibilities of the various interprofessional stakeholders who will be needed in

order to implement the plan. Roles and responsibilities discussed should be specific to the implementation of your proposed project.

Describe the resources needed for project
Discuss the evaluation plan for proposed nursing

Provide a minimum of three references to accompany in-text citations used throughout the PowerPoint presentation.

In preparing your presentation, consider the stakeholders who will be part of your audience and ensure you incorporate appropriate messaging and communication strategies for that audience. Submit the presentation in the digital classroom for feedback from the instructor.

Title slide and reference slide are not included in the slide count. Include speaker notes below each content- related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words per slide.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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-BSN

: Use knowledge of nursing and other professions to address healthcare

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 3.2, 3.5, 6.1, 6.3

Lopes Activity Tracker

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 21, 2024, 11:59 PM 10

Assessment Description

Students need to meet the required clinical hours in both leadership and community categories. As such,

students will need to ensure to document 50 hours in the leadership category and 50 hours in the community category.

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Professional Capstone and Practicum Reflective Journal – Topic 9

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 21, 2024, 11:59 PM 15

Assessment Description

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the following reflective questions:

Based on your practicum experience, describe leadership behaviors you have observed from your preceptor and from other leaders at the practicum site.

Discuss leadership behaviors you have demonstrated during your practicum experience to communicate a consistent image of the nurse as a leader.

Reflect on the leadership skills you have gained during your practicum experience. Describe two leadership areas in which you would like to further improve. Discuss one way in which you will work to improve in these areas.

While APA style is not required for the body of this assignment, solid academic writing is expected.

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.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 10.3

Week 9 Participation

Start Date & Time Due Date & Time Points Jul 15, 2024, 12:00 AM Jul 21, 2024, 11:59 PM 16

Topic 10: Change Proposal Dissemination and Reflection

Objectives:

Disseminate a proposed change proposal for an identified nursing issue or
Reflect on the presentation of the capstone project change
Demonstrate interprofessional collaboration and respect for the perspectives of other professionals in the dissemination of the capstone project change
Demonstrate self-efficacy consistent with one’s professional

Jul 22, 2024 – Jul 28, 2024 Max Points: 121

Resources

Chapter 8: Disseminate Findings

Read “Nail Your Presentation – Even When Your Time Is Cut Short,” by Riegel, from Harvard Business Review Digital Articles (2023).

This article provides tips on presenting effectively in a variety of settings.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=183

GCU Library Public Speaking and Presentations Research Guide

Review the “Public Speaking and Presentations” Research Guide, located on the GCU Library website, for resources to help develop speeches and create presentations.

https://libguides.gcu.edu/PublicSpeaking

Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry Expansion

Read “Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry Expansion,” by Migliore, Chouinard, and Woodlee, from Military Medicine (2020).

This resource provides an overview of the barriers to EBP implementation and reviews the steps of the EBP process, which is useful in this week’s discussion.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=cul&AN=143880439&site=ehost- live&scope=site&custid=s8333196&groupid=main&profile=ehost

Assessments

Topic 10 DQ 1

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 24, 2024, 11:59 PM 5

Assessment Description

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 10 DQ 2

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 26, 2024, 11:59 PM 5

Assessment Description

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Include in your discussion how professional accountability affects EBP implementation and utilization. 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?

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 9.3

Benchmark – Capstone Project Change Proposal Dissemination and Reflection

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Traits Benchmark

Assessment Description

The purpose of this assignment is to reflect on the dissemination of the Capstone Project Change Proposal

PowerPoint developed in Topic 9 and presented this week.

Present the PowerPoint you created in Topic 9 to a group of relevant interdisciplinary leaders or stakeholders at your practicum site.

After presenting your PowerPoint, write a 250-500-word reflection that includes the following:

Describe who was part of the audience for your presentation and their role related to the proposed project.

Describe two ways in which you communicated professionally during your presentation.

Discuss the feedback and questions received from the audience after your presentation. Identify any biases that might have affected your presentation of your project.

Describe how this interprofessional collaboration and experience will affect your professional practice in the future.

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

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-BSN

: Work with other professions to maintain a climate of mutual learning, respect, and shared American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 6.4, 9.2, 10.2

Final Evaluation of Student Using the Clinical Evaluation Tool (CET)

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 20

Assessment Description

The preceptor will complete your final evaluation in ThunderTime, which will be visible in the student’s Lopes Activity Tracker once completed by the preceptor.

Both the student and preceptor must sign the form. The final evaluation is a clinical artifact that is necessary to meet clinical requirements for this course. Therefore, the evaluation should be submitted with the preceptor’s hand- written signature. A typed electronic signature will not be accepted.

The final evaluation is completed and submitted by the student to the dropbox in the digital classroom.

Students must submit all assigned deliverables, assessments, and evaluations including documentation of 100 clinical hours approved by an assigned preceptor. Failure to submit all assignments, evaluations, and midterm

remediation (if applicable) will result in an “incomplete” or a failing grade. If there are any competencies on the final 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.

You are not required to submit this assignment to LopesWrite.

Finalized Individual Success Plan (ISP)

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 25

Assessment Description

The completed Individual Success Plan (ISP) signed off 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-465 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.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 9.3

Indirect Clinical Practice Experience

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Description

Submit the completed “NRS-465 Indirect Clinical Practice Experience Hours” form to the digital classroom by the end of Topic 10.

Attachments

NRS-465-RS-Indirect-Clinical-Practice-Experience-Hours.docx

Lopes Activity Tracker Final Submission

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Description

At the end of the course, download the electronic summary of your practicum experience from the LAT. Save the file and submit it through the assignment dropbox for faculty approval.

This submission is required in order to receive a final 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: 50 hours in leadership and 50 hours in community.

Practice Experience Conference (Post-Conference)

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Description

Students are required to initiate a post-conference that will occur during Topic 10, using the “Practice Experience Conference Form.” 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 “Final Evaluation of Student using the “Clinical Evaluation Tool” (CET), which is submitted in the digital classroom prior to the post-conference. The CET will be reviewed during the post-conference including recommendations from the preceptor. Faculty will grade the submitted CET in the online classroom after the conference.

Student Evaluation of Preceptor and Site

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 10

Assessment Description

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.

Week 10 Participation

Start Date & Time Due Date & Time Points Jul 22, 2024, 12:00 AM Jul 28, 2024, 11:59 PM 16

NRS-465 Individual Success Plan

REQUIRED PRACTICE HOURS:

100 direct clinical experience (50 hours community/50 hours leadership)
25 indirect care experience hours

P R A C T I C E E X P E R I E N C E	Complete Contact Information
	Student Information	GCU
	Name:
	E-mail:
	Phone Number:
	Course Faculty Information	GCU
	Name:
	E-mail:
	Phone Number:
	Practicum Preceptor Information	Practice Setting
	Name:
	E-mail:
	Phone Number:

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-465, the Applied Evidence-Based Project and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

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

General Requirements

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

Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains and Competencies (Appendix A) related to this course.
The major deliverables of the course are listed. Show the topic/course objectives that apply to each deliverable and align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time or time spent with your preceptor outside of scheduled practicum experience time at the practicum site.
Within the Individual Success Plan, ensure you identify all graded course assignments and indirect care experience assignments listed in the table on the next page.

Topic	Graded Assignment	Indirect Care Experience Assignments
Topic 1	1. Individual Success Plan (ISP)	1. List of potential topics for the change proposal
Topic 2		1. Search the literature for supporting journal articles 2. Topic selection based on assessment of clinical site
Topic 3	1. PICOT Question Development 2. Reflection Journal Entry	1. Search the literature for supporting journal articles
Topic 4	1. Literature Evaluation Table
Topic 5		1. Implementation Plan with objectives and measurable outcomes taking into account sociocultural and linguistic considerations 2. Midterm Clinical Evaluation Tool
Topic 6	1. Literature Review	1. List of resources
Topic 7	1. Reflection Journal Entry	1. Development of evaluation plan 2. Remediation-if required
Topic 8	1. Written Capstone Project Change Proposal
Topic 9	1. Reflection Journal Entry	1. Professional Presentation development
Topic 10	1. Finalized ISP 2. Scholarly Activity Summary 3. Benchmark – Reflection Journal Summary	1. Dissemination reflection 2. Final Clinical Evaluation Tool 3. Practice Clinical Evaluation Tool-Student Evaluation of Preceptor and Site

Application-based Learning Course Assignments	List of Current Course Objectives	Assignment Date Due	Self-Assessment: Programmatic Domains and Competencies (see Appendix A)	Self-Assessment: GCU RN-to-BSN University Mission Critical Competencies (see Appendix A)	Date Assignment Completed
Completion of ISP
Capstone Project Topic Selection and Approval
PICOT Question Development
Topic 3 Reflection Journal
Literature Evaluation Table
Implementation Plan
List of Resources
Literature Review
Topic 7 Reflection Journal
Evaluation Plan
Written Capstone Project Change Proposal
Topic 9 Reflection Journal
Presentation Development
Presentation Dissemination and Reflection
Scholarly Activity Summary
Clinical Practice Hours
Midterm and Final Clinical Evaluation Tool Completion
Student Evaluation of Preceptor and Agency

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

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

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

The “NRS-465 Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, this form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted. It is acceptable for the student to type his/her signature as noted above.

APPENDIX A:

GCU RN-to-BSN Domains and Competencies

University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

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

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

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

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

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

Domains and Competencies

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

Domain 1: Knowledge for Nursing Practice

1.3: Demonstrate clinical judgment founded on a broad knowledge base. [AACN 1.3a, 1.3b, 1.3c] – Benchmark

Domain 2: Person-Centered Care

2.5: Develop a plan of care. [AACN 2.5d] – Benchmark

2.8: Promote self-care management. [AACN 2.8d]

Domain 3: Population Health

3.1: Manage population health. [AACN 3.1a, 3.1b, 3.1c, 3.1f, 3.1g]

3.2: Engage in effective partnerships. [AACN 3.2a, 3.2b]

3.3: Consider the socioeconomic impact of the delivery of health care. [AACN 3.3b]

3.5: Demonstrate advocacy strategies. [AACN 3.5a, 3.5b, 3.5c, 3.5d]

Domain 4: Scholarship for the Nursing Discipline

4.1: Advance the scholarship of nursing. [AACN 4.1a, 4.1b, 4.1c, 4.1d, 4.1e, 4.1f, 4.1g] – Benchmark

4.2: Integrate best evidence into nursing practice. [AACN 4.2a, 4.2b, 4.2c, 4.2d, 4.2e] – Benchmark

Domain 5: Quality and Safety

5.1: Apply quality improvement principles in care delivery. [AACN 5.1a, 5.1c, 5.1f, 5.1g, 5.1h] – Benchmark

Domain 6: Interprofessional Partnerships

6.1: Communicate in a manner that facilitates a partnership approach to quality care delivery. [AACN 6.1a, 6.1b]

6.2: Perform effectively in different team roles, using principles and values of team dynamics. [AACN 6.2d]

6.3: Use knowledge of nursing and other professions to address healthcare needs. [AACN 6.3a, 6.3b, 6.3c] – Benchmark

6.4: Work with other professions to maintain a climate of mutual learning, respect, and shared values. [AACN 6.4a, 6.4b, 6.4d] – Benchmark

Domain 7: Systems-Based Practice

7.1: Apply knowledge of systems to work effectively across the continuum of care. [AACN 7.1a, 7.1d] – Benchmark

7.2: Incorporate consideration of cost-effectiveness of care. [AACN 7.2b, 7.2d, 7.2e, 7.2f] – Benchmark

7.3: Optimize system effectiveness through application of innovation and evidence-based practice. [AACN 7.3a, 7.3c] – Benchmark

Domain 8: Informatics and Healthcare Technologies

8.1: Describe the various information and communication technology tools used in the care of patients, communities, and populations. [AACN 8.1a, 8.1b]

8.3: Use information and communication technologies and informatics processes to deliver safe nursing care to diverse populations in a variety of settings. [AACN 8.3a, 8.3d]

Domain 9: Professionalism

9.1: Demonstrate an ethical comportment in one’s practice reflective of nursing’s mission to society. [AACN 9.1b, 9.1d]

9.2: Employ participatory approach to nursing care. [AACN 9.2g]

9.3: Demonstrate accountability to the individual, society, and the profession. [AACN 9.3a, 9.3d, 9.3e, 9.3h]

9.5: Demonstrate the professional identity of nursing. [AACN 9.5d]

9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity. [AACN 9.6b] – Benchmark

Domain 10: Personal, Professional, and Leadership Development

10.2: Demonstrate a spirit of inquiry that fosters flexibility and professional maturity. [AACN 10.2a, 10.2b, 10.2c, 10.2d]

10.3: Develop capacity for leadership. [AACN 10.3c, 10.3d, 10.3e, 10.3f, 10.3g, 10.3h]

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