Category: Nursing

NRS-493 Topic 7: Capstone Change Project Evaluation Plan

Jul 25
–
31, 2022

Max Points:
50

Students must develop skills related to systematic evaluation for intervention effectiveness. The content covered this week prepares students to evaluate the effectiveness of interventions and develop communication plans for the dissemination of information related to project outcomes. Synthesis of information from the process of evaluating outcomes (whether outcomes were met or not) generates new knowledge and adds to the body of knowledge for nursing practice Capstone Change Project Evaluation Plan.

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Objectives:

Determine how the capstone project change proposal could be disseminated to leadership.

Create a plan for evaluating outcomes of the proposed nursing practice intervention used in the change proposal.

Integrate reflective practice into the practicum reflective journal.

Assessments

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Topic 7 DQ 1

GO TO DISCUSSION

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 27, 2022, 11:59 PM

Points

5

Status

Upcoming

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 7 DQ 2

GO TO DISCUSSION

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 29, 2022, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

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

Capstone Change Project Evaluation Plan

SUBMIT ASSIGNMENT

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 31, 2022, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

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

Step 1)
 Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources.

Step 2)
 Develop a process to evaluate the intervention if it were implemented.

Step 3)
 Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

Address the following in your summary:

What data was collected?

What tool will be used to collect the data?

Who will be responsible for collecting data?

How will this data be communicated to the team?

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

You are not required to submit this assignment to LopesWrite.

 

Lopes Activity Tracker

SUBMIT ASSIGNMENT

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 31, 2022, 11:59 PM

Points

10

Status

Upcoming

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, each category will have an hours maximum of 50 hours Capstone Change Project Evaluation Plan. Students will not be able to document in excess of 50 hours per category. The clinical requirements remain unchanged.

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

This report is to be submitted in every topic.

Professional Capstone and Practicum Reflective Journal- Topic 7

SUBMIT ASSIGNMENT

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 31, 2022, 11:59 PM

Points

10

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Requires Lopeswrite

Assessment Description

Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.

Write a  reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

Topic Focus: The Role of Technology in Improving Health Care Outcomes

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 Capstone Change Project Evaluation Plan.

Topic 7 Participation

GO TO DISCUSSION

Start Date

Jul 25, 2022, 12:00 AM

Due Date

Jul 31, 2022, 11:59 PM

Points

15

Status

Upcoming

Assessment Description

There is no description for this assessment.

NRS-493 Capstone Change Project Implementation Plan II

Topic 6: Capstone Change Project Implementation Plan II

Jul 18
–
24, 2022

Max Points:
90

In this topic, students will synthesize discovered evidence-based research that supports the intervention for the capstone project change proposal into a literature review. The strategic plan will be reviewed to determine what resources would be required if the intervention were to be implemented.

Objectives:

Create a list of resources from the evaluation of your strategic plan that would be needed to implement the change proposal with collaboration from the preceptor.

Synthesize discovered evidence-based research that supports the capstone project change proposal.

Integrate reflective practice into the practicum reflective journal. NRS-493 Capstone Change Project Implementation Plan II

Assessments

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Topic 6 DQ 1

GO TO DISCUSSION

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 20, 2022, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

After discussion with your preceptor discuss how leadership and economic models of a healthcare facility, optimize EBP to improve patient outcomes.

 

Topic 6 DQ 2

GO TO DISCUSSION

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 22, 2022, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

Discuss the highlights of your strategic plan and any modifications that need to be made.

What additional information do you need to complete your capstone project paper what is your plan to attain that?

 

Capstone Change Project Resources

SUBMIT ASSIGNMENT

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 24, 2022, 11:59 PM

Points

5

Status

Upcoming

Assessment Description

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

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

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

You are not required to submit this assignment to LopesWrite.

 

Literature Review

SUBMIT ASSIGNMENT

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 24, 2022, 11:59 PM

Points

40

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Requires Lopeswrite

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 information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a review (750-1,000 words) that includes the following sections:

Title page

Introduction section

A comparison of research questions

A comparison of sample populations

A comparison of the limitations of the study

A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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.

 

Lopes Activity Tracker

SUBMIT ASSIGNMENT

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 24, 2022, 11:59 PM

Points

10

Status

Upcoming

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, each category will have an hours maximum of 50 hours. Students will not be able to document in excess of 50 hours per category. The clinical requirements remain unchanged.

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

This report is to be submitted in every topic NRS-493 Capstone Change Project Implementation Plan II.

 

Professional Capstone and Practicum Reflective Journal- Topic 6

SUBMIT ASSIGNMENT

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 24, 2022, 11:59 PM

Points

10

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Requires Lopeswrite

Assessment Description

Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.

Write a reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

Topic Focus: Population health concerns

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.

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 Participation

GO TO DISCUSSION

Start Date

Jul 18, 2022, 12:00 AM

Due Date

Jul 24, 2022, 11:59 PM

Points

15

Status

Upcoming

Assessment Description

There is no description for this assessment. NRS-493 Capstone Change Project Implementation Plan II

NUR 550 RS5 Literature Evaluation Table

 

Literature Evaluation Table

Learner Name:

PICOT:

benefits of continuous training for the employee in long-term care facilities to provide adequate care for the elderly

 

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Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
 

Article Title and Year Published

 

Research Questions/ Hypothesis, and Purpose/Aim of Study

 

Design (Quantitative, Qualitative, or other)

 

Setting/Sample

 

Methods: Intervention/ Instruments

 

Analysis/Data Collection

 

Outcomes/Key Findings

 

Recommendations

 

Explanation of How the Article Supports Your Proposed EBP Practice Project Proposal

Chu, C. H., McGilton, K. S., Spilsbury, K., Le, K. N., Boscart, V., Backman, A., Fagertun, A., Devi, R., & Zúñiga, F.
Gerontology and Geriatric Medicine
.
https://doi.org/10.1177/2333721421999312

Strengthening International Research in Long-Term Care: Recommended Common Data Elements to Support Clinical Staff Training, 2021. NUR 550 RS5 Literature Evaluation Table

 

The aim of the study was to develop a training program that supports international research for medical personnel in long-term care facilities.

Qualitative design that applied a literature review approach that explored available current literature on the research topic.

Literature search conducted in Medline, Embase, CINAHL, HAPI, and Google Scholar.

Literature search conducted.

Analysis of search results based on completeness of literature and suitable common data elements.

Staff training required on facilitating international research, assisting in policy, and decision-making regarding long-term care.

Capacity of medical personnel in long-term care facilities can be improved by subjecting them to training on facilitating international research, assisting in policy, and decision-making regarding long-term care.

The article supports the proposed EBP practice project proposal by highlighting the need for personnel in long-term care facilities to be subjected to continuous training.

Wang, L., Chen, H., Yang, L., Qian, C., Sun, D., & Sun, Y.
Medicine
,
https://doi.org/10.1097/MD.0000000000020559

Systematic training program for nursing home staff based on the concept of combination of medicine and care, 2020.

The aim of the study was to a training program for medical personnel in nursing homes.

Quantitative design, experimental approach that had an experimental and control group with the results subjected to statistical analysis.

34 nursing staff working in nursing homes in Qiqihar City.

Experimental group subjected to systematic training at three levels for 4 months.

Competence scores compared for experimental and control groups.

Living quality of the elderly in nursing home.

Satisfaction levels of the elderly in nursing home.

Experimental group reported significantly higher competence scores when compared to the control group. Also, living quality and satisfaction levels of elderly were higher for nursing staff in experimental group when compared to the nursing staff in the control group.

Nursing staff should be routinely subjected to systematic training based on concept of combination of medicine and care.

The article supports the proposed EBP practice project proposal by presenting evidence to show that training personnel improves their capacity to provide adequate care to elderly in long-term care facilities.

Lamppu, P. J., Laakkonen, M-L., Finne-Soveri, H., Kautianen, H., Laurila, J. V., & Pitkala, K. H.
Journal of Pain and Symptom Management
.
https://doi.org/10.1016/j.jpainsymman.2021.03.020

Training Staff in Long-Term Care Facilities–Effects on Residents’ Symptoms, Psychological Well-Being, and Proxy Satisfaction, 2021.

The aim of the study was to conduct an investigation on how training affects medical staff management of pain symptoms, psychological wellbeing, and satisfaction in long-term care facilities.

Quantitative design, cluster randomized controlled trial.

324 residents in with end-of-life care needs in 20 long-term care facilities wards in Helsinki.

Training intervention including four 4-hour educational workshop on palliative care principles.

Residents assessed for symptoms, pain, psychological well-being, and proxies’ satisfaction.

Intervention group had better symptoms management results at 6 months, although the effects were diluted 12 months. Pain management, psychological wellbeing and proxies’ satisfaction scores were not affected by the intervention.

Nursing staff be subjected to palliative care training intervention to help improve the symptoms of residents.

The article supports the proposed EBP practice project proposal by highlighting that training intervention helps to improve the capacity of nurses to provide adequate care to elderly in long-term care facilities.

Tak, Y. R., Woo, H. Y., Yi, L. H., & Kim, A. R.
International Journal of Qualitative Studies on Health and Well-being
.
https://doi.org/10.1080/17482631.2019.1565238

Useful lessons for the provision of services in long-term care facilities in South Korea: operators’ experiences illuminate the phenomenon of working with the elderly in the field, 2019.

The aim of the study was to collect insights of facility operators on elderly long-term care facilities.

Qualitative design, phenomenological study with 10 participants.

10 participants who operate nursing home businesses.

Interviews with the participants.

Thematic analysis of the interview responses.

Four themes identified: obtaining hope by providing care, struggling desperately in practice, ream of an ideal long-term care facility, and starting as a facility operator.

There are diverse barriers and hardships that operators face in offering person-centered health care services. There is a need to address these barriers.

The article supports the proposed EBP practice project proposal by highlighting that there are significant shortcomings in the capacity of long-term care facilities to meet the needs of their elderly patients/residents.

Wu, C-S., & Rong, J-R.
BMC Geriatrics
,
https://doi.org/10.1186/s12877-020-01679-5

Relocation experiences of the elderly to a long-term care facility in Taiwan: a qualitative study, 2020.

The aim of the study was to explore the experiences of elderly residents in a long-term care facility NUR 550 RS5 Literature Evaluation Table.

Qualitative design.

16 elderly patients who relocated to and lived in long-term care facility in Taiwan for up to 12 months.

Semi-structured in-depth interviews with participants.

Thematic analysis of interview responses.

Four themes identified: acceptance and engagement, value tailored care, perceived barriers to adaptation, and stay connected with family and wish to while minimizing burden.

Relocating elderly persons to a long-term care facility is a dynamic process that involves a range of experiences, feelings and emotions. Planning the relocation with provisions for individually tailored care helps to maximize the adaptation.

The article supports the proposed EBP practice project proposal by highlighting that individually tailored care is required for residents in long-term care facilities. The identified shortcomings show that standard training does not prepare facility personnel well to meet the needs of patients.

Yen, M-Y., Schwartz, J., King, C-C., Lee, C-M., & Hsueh, P-R.
Journal of Microbiology, Immunology and Infection
,
https://doi.org/10.1016/j.jmii.2020.04.003

Recommendations for protecting against and mitigating the COVID-19 pandemic in long-term care facilities, 2020.

The aim of the study was to highlight the relative lack of attention to Covid-19 outbreak concern facing the vulnerable elderly community residing in long-term care facilities.

Qualitative design.

Literature review.

Searched for literature relevant to the research topic.

Synthesis of the secondary literature.

Long-term care facilities are highly dynamic, a situation that the vulnerable community of elderly contributes to.

Medical personnel in long-term care facilities must be ready to meet the dynamic needs of the residents.

Although the article talks of Covid-19 and need for enhanced traffic control bundling to protect the residents and staff against the virus, it shows that the long-term care facility environment keeps changing, and that staff must be ready to apply innovative approaches in addressing the changes. Routine training would equip medical personnel with the tools to provide better care by anticipating and addressing the dynamic changes as they occur.

Lan, S-H., Lu, L-C., Lan, S-J., & Chen, J.
The Kaohsiung Journal of Medical Sciences
,
https://doi.org/10.1016/j.kjms.2017.05.012

Educational intervention on physical restraint use in long-term care facilities – Systematic review and meta-analysis, 2017.

The aim of the study was to determine of education programs among medical personnel in long-term care facilities are effective in reducing the use of physical restraints.

Qualitative design. NUR 550 RS5 Literature Evaluation Table

Systematic review.

Literature search in databases: Physiotherapy Evidence Database, Ovid Medline, Web of Science, EBSCO, EMBASE, ProQuest, and Cochrane Library.

Meta-analysis of literature.

Education group used physical restraints less often when compared to control group. Also, period of post education decreases the effect of the restraint education. Longer education period and more times of education have stronger effect of reducing use of physical restraint.

Medical personnel in long-term care facilities be subjected to continuous training to improve their ability to provide adequate care.

The article supports the proposed EBP practice project proposal by highlighting that continuous training improve the ability of medical personnel in long-term care facilities to provide adequate care.

Chen, H., Feng, H., Liao, L., Wu, X., Zhao, Y., Hu, M., Li, H., Hu, H., & Yang, X.
Journal of Clinical Nursing
,
https://doi.org/10.1111/jocn.15289

 

 

 

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Evaluation of quality improvement intervention with nurse training in nursing homes: A systematic review, 2020.

The aim of the study was to evaluate quality improvement intervention designs, and present training programs that support the design for nurses.

Qualitative design.

Systematic review.

Literature search in CINAHL, Cochrane Library, EMBASE, and Medline.

Meta-analysis of literature.

Care quality is affected by provision of advanced training, available training resources, feedback process, building quality improvement teams, setting up mentors, nursing leadership training, external cooperation, and leadership empowerment.

Adapting measures that are compatible with nurse training may ensure a successful implementation of quality improvement programs that are conducive to the effective improvement of service quality.

The article supports the proposed EBP practice project proposal by highlighting the need for training to improve the capacity of medical personnel to provide adequate care.

Liu, Q., Luo, D., Haase, J. E., Guo, Q., Wang, X. Q., Liu, S., Xia, L., Liu, Z., Yang, J., & Yang, B. X.
The Lancet
,
https://doi.org/10.1016/S2214-109X(20)30204-7

The experiences of health-care providers during the COVID-19 crisis in China: a qualitative study, 2020.

The aim of the study was to describe the experiences of medical personnel during the early stages of Covid-19 outbreak.

Qualitative design, empirical phenomenological approach.

9 nurses and 4 physicians in 5 Covid-19 designated hospitals in Hubei Province, China.

Semi-structured, in-depth interviews by telephone.

Thematic analysis using Haase’s adaptation of Colaizzi’s phenomenological method.

Three themes: resilience amid challenges, challenges of working on Covid-19 wards, and the duty of being fully responsible for the wellbeing of patients.

Regular and intensive training for all health-care providers is necessary to promote preparedness and efficacy in crisis management.

The article supports the proposed EBP practice project proposal by highlighting the need for routine training to prepare medical personnel to meet existing and emerging needs.

Fulmer, T., Reuben, D. B., Aurbach, J., Fick, D. M., Galambos, C., & Johnson, K. S.
Health Affairs
,
https://doi.org/10.1377/hlthaff.2020.01470

Actualizing Better Health And Health Care For Older Adults, 2021. NUR 550 RS5 Literature Evaluation Table

The aim of the study was to explore that approaches that can be applied to improve the quality of life and care of elderly persons.

Qualitative design NUR 550 RS5 Literature Evaluation Table.

Systematic review.

Searched for literature relevant to the research topic.

Synthesis of the secondary literature.

Six vital directions to improve the quality of life and care of elderly persons: create an adequately prepared workforce; strengthen the role of public health; remediate disparities and inequities; develop, evaluate, and implement new approaches to care delivery; allocate resources to achieve patient-centered care and outcomes, including palliative and end-of-life care; and redesign the structure and financing of long-term services and supports.

Medical staff must be well prepared to meet the care needs of older Americans. In addition, they must be allocated resources.

The article supports the proposed EBP practice project proposal by indicating that medical personnel should be prepared and allocated resources, and routine training helps to keep them prepared even as it allocated the resources they need.

NRS-493 Literature Evaluation Table

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):
Diabetes management is the topic of interest. This capstone project aims to identify and synthesize evidence about the effectiveness of patient, provider, and health system interventions to improve diabetes care among socially disadvantaged populations especially but not exclusive in-home health setting NRS-493 Literature Evaluation Table.

 

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Criteria

Article 1

Article 2

Article 3

Article 4

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 

Dehnabi, A., Navipour, H., Radsepehr, H., & Al- Reza Tadayonfar, M. https://doi.org/10.32598/jccnc.3.4.251

White, R et al.

https://doi.org/10.1007/s11606-019-05617-z)

Azami, G et al. https://doi.org/10.1155/2018/4930157

Hildebrand et al.
https://doi.org/10.1016/j.pec.2019.09.009

Article Title and Year Published

 

2017 – Effect of discharge planning on metabolic factors in type 2 diabetic patients

2019 – The partnership to improve diabetes education trial: A cluster randomized trial addressing health

communication in diabetes care

2017-Effect of a nurse-led diabetes self-management education program and glycosylated hemoglobin among adults with type 2 diabetes

2020- Effect of diabetes self-management education on glycemic control in Latino adults with type 2 diabetes: A systematic review and meta-analysis

Research Questions (Qualitative)/Hypothesis (Quantitative)

 

What is the effect of discharge planning program on metabolic factors in type 2 diabetic patient?

 

Discharge planning is an important principle in patients’ need analysis during hospitalization in order to determine the continuity of care after discharge

 

No defined research question but comparison/evaluation of two distinct approaches to improve care for vulnerable patients.

Nurse-led diabetes self-management education intervention compared with usual care would result in improvement in hemoglobin A1C

 

The nurse lit diabetes self-management education intervention will improve lipid profile blood pressure, body weight, self-management behavior self-efficiency quality of life, depression, and social support

In Latino adults with T2DM, does DSME improve glycemic control?

Purposes/Aim of Study

Evaluating the effect of a nursing process based proposed discharge program on controlling the metabolic factors of patients with type 2 diabetes

Translating prior health communication research to the community level and inform models of care

targeting glycemic control in vulnerable populations

To investigate the effectiveness of a nurse-led diabetes self-management education on glycosylated hemoglobin

A systematic review and meta-analysis to evaluate the evidence of the effectiveness of DSME interventions on glycemic control and research gaps in the adult Latino population with T2DM across all settings

An appraisal of systematic reviews and meta-analyses literature to assess the effects of DSME in adults with T2DM

Design (Type of Quantitative, or Type of Qualitative)

 

Quasi- experimental research

Cluster randomized controlled trial NRS-493 Literature Evaluation Table

Randomized controlled trial

Randomized controlled trial and Quasi- experimental research

Setting/Sample

 

70 participants with diabetes type II, ages 40-60 years, both male and female who were patients at Vasei Hospital, Sabzevar-Iran

410 enrolled type II diabetic patients, 364 included in analysis across 10 unblinded, randomly assigned safety net clinics in Middle TN. Median age was 51

Randomized 142 type II diabetic patients in hospital-based clinic located within a teaching hospital in Ilam city, Iran

23 studies used

Methods: Intervention/Instruments

 

 

Check list, training/education sessions, medical measurement devices, sphygmomanometer, and blood test to

measure metabolic factors such as glycosylated hemoglobin, triglyceride, high- density lipoprotein,

systolic and diastolic blood pressure and waist circumference

A literacy-sensitive, provider-focused,

health communication intervention (PRIDE; 5 clinics)

 

Standard diabetes education (5 clinics)

 

Diabetes Numeracy Test, Short Test of

Functional Health Literacy in Adults, Summary of Diabetes Self-Care Activities, Personal Diabetes Questionnaire, Adherence to Refills and Medication Scale, Diabetes Treatment Satisfaction Questionnaire, Perceived Diabetes Self-

Management Scale

 

Clinical measures such as A1c, blood pressure, and BMI

Booklet consisting of education on diet, physical activity, medication, monitoring of blood glucose, foot care, healthy living with diabetes, weekly group based educational session, follow up telephone call, viewing four 10-minute movie clips, questionnaire

 

Blood samples for fasting hemoglobin A1C, total triglyceride, total cholesterol, high density lipoprotein, low density lipoprotein, blood pressure, quality of life, depression social support

A systematic search was conducted of Medline, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Cochrane Library and Web of Science

 

Cochrane risk of bias tool was utilized to assess the methodological quality of studies

Analysis

 

Data was analyzed by pair t test,

independent t-test, and chi-square using SPSS-PC (V.20) NRS-493 Literature Evaluation Table

Adjusted mixed effects regression models were used to examine the comparative effectiveness of each approach to care

 

Linear mixed models for the continuous outcome measures

Categorical variables with frequencies and proportions

are used for summaries

 

χ2 tests for unadjusted comparison

 

All analyses were

conducted with R software version 3.3.0

 

All data were analyzed using SPSS Software

Statistical significance was reported at the 0.05 alpha level, with two-tailed P values. Values are expressed as mean ± SD

or n (%).

Comparisons of baseline data between two experimental groups were made using Student’s t-test or Mann–Whitney

 

U test for continuous variables based on their normality, and the Chi-square or Fisher exact test for categorical variables

 

Main analyses were made on an intention to treat basis using repeated measures ANOVA.

Data were analyzed using the Comprehensive Meta-Analysis, version 3.1 software

 

Sandard deviations were calculated for studies where a change in A1C was presented with confidence intervals or standard errors

 

Random-effects model was utilized to estimate the effect size of DSME on A1C due to the moderate heterogeneity between the studies

Key Findings

 

Statistically significant difference in the mean systolic blood pressure,

glycosylated hemoglobin and triglyceride between the intervention and control groups.Reduction of hemoglobin glycosylated levels in type II diabetic patients.

 

No difference in Mean diastolic blood pressure or waist size

Adequate health literacy was seen in 83% but numeracy deficits were common

 

The PRIDE trial failed to demonstrate superiority at lowering A1C relative to a rigorously delivered standard national diabetes-based education

 

Both programs had significant impact on glycemic control and behavioral outcomes

 

The PRIDE intervention

appeared to have modest evidence for greater sustainability of within-group impact on glycemic control than the other at 24 months

 

Participants in the intervention group showed

significant improvements in glycemic control, blood pressure, body weight, efficacy expectation, outcome expectation,

self-management behaviors, and social support compared

with patients in the control group

 

These improvements were

sustained over a 24-week follow-up period.

 

There were no significant differences between groups in their lipid profiles

Culturally tailored DSME programs reduce A1C levels in adult Latinos

 

On average, people assigned to DSME experienced 0.24 standard deviations lower in A1C value compared to those in usual care

 

Duration of DSME intervention was evaluated by the length of time; studies that were less than six months demonstrated the most improvement

 

Integrating ongoing support to the educational format may boost and maintain self-management behaviors that improve glycemic control

 

Integration of culturally tailored interventions for Latinos must be considered cautiously given the variation in tradition in each subculture

Recommendations

 

There is positive impact of discharge planning on the outcomes of post- discharge illness and the need to apply it in practice

 

Further studies are recommended according to the limitations

Continued translational work to improve care delivery is needed

Implementation of a program that emphasizes collaborative learning

 

Further research, with extended contact time and longer follow-up, to show if our intervention has long-term effects

Further studies to identify Latino subcultures to determine unique intervention that positively effect glycemic control across diverse population

Explanation of How the Article Supports EBP/Capstone Project

 

This article presents healthcare intervention inform of discharge planning to improve diabetic care

This article presents evidenced based method of community health intervention program that could be at improving glycemic control and behavioral outcome in diabetic patient

This article presents evidence that nurse lead diabetic education is effective which is one of the goals for this capstone project

This articles present evidence that culturally tailored diabetes self-management education program is also necessary for this project

 

 

Criteria

Article 5

Article 6

Article 7

Article 8

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Whitehouse et al.
10.3928/19404921-20180223-02

McElfish et al.

doi: 
10.2337/dc18-1985

Chakraborty et al.

https://doi.org/10.1016/j.diabres.2020.108363

Robbins, T et al.

https://doi.org/10.1016/j.jdiacomp.2019.01.004

Article Title and Year Published

 

2018- Supporting transitions in care for older adults with type 2 diabetes mellitus and obesity

2019 – Comparative effectiveness and maintenance of diabetes self-management education intervention for Marshallese patients with type 2 diabetes: Arandomized controlled trial

2021 – The effectiveness of in-hospital interventions on reducing hospital length of stay and readmission of patients with Type 2 Diabetes Mellitus: A systematic review

2019 – Risk factors for readmission of inpatients with diabetes: A systematic review

Research Questions (Qualitative)/Hypothesis (Quantitative)

 

Does inpatient diabetes education and homecare helps improve rates of rehospitalization and hemoglobin A1C during care transitions from hospital to home

Adapted DSME intervention would result in greater reductions of HbA1c than would the standard DSME intervention.

Is hospital-based multidisciplinary interventions for managing patients diagnosed with type 2 diabetes mellitus effective?

What are the currently understood risk factors for readmission of people with diabetes?

Purposes/Aim of Study

The aim of the study was to compare the effects of inpatient diabetes self-management education (DSME) plus home care, inpatient DSM only, usual care on hospital, readmission rates and glycemic control for hospitalized older adults with type 2 diabetes mellitus and obesity

The aim of the study was to assess the effectiveness of a culturally adapted family-model DSME intervention (adapted DSME) compared with that of a standard DSME intervention among Marshallese with type 2 diabetes in Arkansas NRS-493 Literature Evaluation Table

NRS-493 Literature Evaluation TableThis aimed to assess the effectiveness of multifaceted in-hospital interventions for patients with type 2 diabetes mellitus on hospital readmission, hospital length of stay (LOS), and glycated hemoglobin (HbA1c)

The aim is to identify, systematically, known risk factors for readmission to hospital, amongst people with diabetes. The intention of the study is to cast a ‘broad net’, ascertaining all known risk factors, irrespective of whether identified for a specific subset of patients (such as emergency admissions only) or generalized populations of all inpatients with diabetes

Design (Type of Quantitative, or Type of Qualitative)

 

Longitudinal study

Randomized controlled trial

Randomized controlled trial, non-randomized quasi-experimental studies

in a systematic review

Prospective pilot studies; Prospective cohort studies;

Case control study; Qualitative study; Systematic review; Narrative review

Setting/Sample

 

A total of 180 individuals 60 or older were evaluated and enrolled based on convenience sampling n 3 different groups; on medical unit or emergency department unit, inpatient education alone, inpatient+ home care education, and usual patient without diabetic education. Patient were recruited during any medical admission to urban academic medical center in the mid-Atlantic U. S

Randomized 240 participant with type 2 diabetes status in Washington County and Benton County in northwest Arkansas

Adapted DSME delivered in participants homes

Standard DSME delivered at a community center near Marshallese community

Nine studies. Most studies comprised of a wide range of intervention components and outcome measure

Diabetic patient 18 years or older admitted to hospital

Studies were mostly Asia, America, and Europe

83 studies were selected for inclusion, predominantly from the United States

 

This research topic was identified as an area of priority for people with diabetes. This was both through the Diabetes Voices Programme, operated by Diabetes UK

 

Methods: Intervention/Instruments

 

Two APRNs who were also certified diabetes educators provided patient-centered, individualized inpatient diabetes education

follow-up phone call within 24 to 48 hours of hospital discharge and again at 30 days following hospital discharge by a project manager

baseline enrollment questions

Standard DSME included 10 h of content delivered over a 6-week period and covered eight core elements: healthy eating, being active, glucose monitoring, understanding blood glucose and taking medications, problem solving, reducing risks and healthy coping, mitigating complications of diabetes, and goal setting

 

Adapted DSME included 10 h of content delivered over an 8-week period and covered the same eight core elements of DSME. NRS-493 Literature Evaluation Table

Use of MEDLINE, EMBASE, Emcare, Web of Science, PsycINFO and Google Scholar search database from 2007 to current date and restricted to English

 

Use of PICOS (
P
opulation,
I
ntervention,
C
omparison,
O
utcome, and
S
tudy design) framework

 

JBI Critical Appraisal Instruments relevant to RCTs, and quasi-experimental studies

Systematic review was conducted according to the PRISMA standards

 

Literature search was performed using PubMed, EMBASE & SCOPUS databases

 

Quality assessment for each of the selected papers was performed against pre-determined standards

 

 

Analysis

 

Statistical analyses were performed using SPSS version 23

Power calculations accounted for model covariates by specifying the assumed R2 between the main independent variable and preplanned adjustment variables. Power was calculated by using PASS 15

 

0.5% (5.5 mmol/mol) change in HbA
1c
is considered to be a clinically important difference

Findings are reported in narrative form, supported by figures and tables. Raw data as reported in the studies and contextual information are included

A narrative summary of risk factors identified was extracted, with subsequent thematic grouping of the risk factors

 

 

Key Findings

 

Content of DSME programs needs to be adapted to older adults with different degrees of independence and comorbidity

 

It is important for health care providers to ensure that their patients understand key points for diabetes care during their hospital admission regardless of the length of time from diagnosis with diabetes

provide support for the development of recommendations for the type and site of effective educational interventions for older adults with T2DM and obesity

The overall benefits of patient education are clear

Participants receiving the adapted DSME showed significantly greater reductions in mean HbA1c than did those receiving the standard DSME immediately after and 12 months after the intervention

 

finding supports the hypothesis that adapted DSME would produce greater reductions in mean HbA
1c
than occur with standard DSME

 

This study points to the potential effectiveness of mobilizing family members and cultural context in education about chronic disease self-management.

An in-hospital intervention for patients diagnosed with type 2 diabetes can contribute to improvements in hospital LOS and HbA1c concentration

 

The reduction in hospital LOS ranged from half a day (0.5) to 0.8 of a day. Improvements in HbA1c concentration levels across studies were clinically significant, ranging from a mean reduction of −1.1 (±2.2) mmol/L to −2.8 (±2.7) mmol/L

 

here was no overt benefit for hospital readmission and no evidence of the impact of HbA1c on hospital LOS and readmission

 

Common strategies towards the success of multidisciplinary interventions in reducing hospital LOS and HbA1c were a dedicated care team, hospital wide approach, quality improvement focus, insulin therapy, early short-term intensive program, transition to primary care physicians, and on-going outpatient follow-up for at least 6–12 months.

48 studies identified statistically significant risk factors for readmission

 

20 studies identified risk factors in generalized populations of patients with diabetes

 

28 studies identified risk factors for specific sub-populations of patients with diabetes

 

Most commonly identified risk factors being co-morbidities, age, race, insurance type, sex.

 

A requirement for insulin was a widely reported risk factor either before admission, during admission or subsequent to discharge

 

This study identifies a number of key research priorities to better sup-port patients at discharge from hospital with diabetes

 

This is a valuable resource to patients, clinicians and academics looking to improve the process of inpatient discharge from hospital

Recommendations

 

Determined type of education and setting that is most beneficial for hospitalized older adults with T2DM and obesity and if improvements in patient-centered outcomes can be measured over time.

Further study to examine contributions of culturally adapted educational curriculum

Enrollment of First Nations and ethnically diverse populations in these types of studies and addressing the social determinants of health

Further work that will lead to introducing targeted personalized interventions, in order to improve the quality of care for provided for people with diabetes

Explanation of How the Article Supports EBP/Capstone

 

This article highlights the need to incorporate age-appropriate educational material within this project NRS-493 Literature Evaluation Table

 

The article emphasized the importance of diabetic education in the home and supporting the primary setting this capstone

This article is a level 1 research that presents intervention to reduce readmission and hospital LOS among DMT2 patients which a question posed to be addressed in in this project

It is critical to identify risk factors that increases DMT2 morbidity/mortality in order to execute a secondary or tertiary intervention for these individuals and prevent readmission to the hospital

PICOT Question Essay Example

PICOT Question Paper

According to the World Health Organization, more than 500 million individuals worldwide are affected by diabetes. According to the research, nearly 1.6 million individuals die every year as a result of problems related to diabetes. Diabetes affects a considerable percentage of people and is regarded to be one of the leading causes of mortality in society, necessitating the implementation of preventative strategies PICOT Question Essay Example. A prominent risk factor for type 2 diabetes is obesity, a prevalent occurrence. Among the most prevalent issues related to diabetes in the population is a lack of adequate education regarding type 2 diabetes, insufficient physical activity, and poor nutrition among those living with the disease. Type 2 diabetic patients have a high risk of rehospitalization, which was identified in the prior assignment as a major problem area. Discharge education, which encourages patients to take responsibility for their own health after they leave the hospital, was proposed as a solution to the problem. The PICOT question generated is as follows:
In type 2 diabetic patients who are likely to be rehospitalized (P), does the provision of patient teaching before discharge (I) compared to no provision of education (C), enhance their self-management and minimize their rehospitalization rates (O) in one month after discharge (T)?
”

Evidence-based Solution

The evidence-based approach selected for type 2 diabetic patients was the provision of discharge education. Nutritional planning for such patients, prescription lists with medical directions, correct usage and disposal of needles, and the significance of follow-ups will be covered during the education. Patients will be educated before they are discharged, and the nurses will be coached through this process. Care education will be provided to patients before their discharge by the nurses in collaboration with the medical center supervisors ((Dehnabi et al., 2017). Nurses are in charge of ensuring that patients are cared for in a coordinated manner. Families of patients should get and learn the skills and knowledge they need from these professionals. They must also refer patients to community-based services or public agencies to support them when in their homes.

ORDER YOUR PAPER HERE

Nursing Intervention

When it comes to lowering readmissions, nurses are at the forefront of the effort. By collaborating with other diabetes professionals in the field, nurses can ensure that type 2 diabetic patients get high-quality treatment and are informed of the fundamentals of self-management techniques when they are discharged from the hospital. PICOT Question Essay Example Nursing interventions comprise giving patients with high-risk diabetes the resources they need, coordinating their care, and educating them after they leave the hospital. The nurses may also contact the patient’s family members to ensure that they are attentive to the patient’s well-being. In order to reduce the cost of medical services and minimize readmission rates, the patient’s family is responsible for ensuring that the patient adheres to the prescribed drug and nonpharmacological treatments (Gregory et al., 2018). PICOT Question Essay Example Furthermore, it is suggested that nurses acquire extra education to become diabetes ambassadors, who will operate as the touchpoint across each medical unit and in the community as a whole.

Patient Care

Readmission rates in individuals with diabetes have a significant impact, particularly if the readmission occurs within one month following discharge. Patients’ life quality suffers, as do their overall happiness, and their family bears  the brunt of the burden. As a result, this study is valuable to type 2 diabetic individuals because it will have an influence on patient care, encourage patients to take more responsibility for their own health, and result in decreased hospital readmissions after discharge.

Health Care Agency

The American Diabetes Association is a healthcare organization that has a connection to the problem of hospital readmissions for individuals with type 2 diabetes PICOT Question Essay Example. This non-profit agency in the United States focuses on teaching people about diabetes and assists individuals who are impacted by the disease by sponsoring studies into ways of managing, preventing, and curing diabetes. Diabetes education and promotion are also part of the agency’s mission, which is to reduce the prevalence of diabetes-related illnesses and the incidence of diabetic complications in general (Chamberlain et al., 2016). Consider the American Diabetes Association’sAssociation’s publication of the Standards of Medical Care in Diabetes, which was presented in 2016. This was aimed at equipping physicians, patients, scholars, insurers, and other stakeholders with information on the aspects of diabetes management, overall care objectives, and techniques for evaluating the care quality.

Nursing Practice

Nursing practice is concerned with the preservation, maintenance, and improvement of health and capabilities, the prevention of illness and harm, the relief of pain and anguish, and the promotion of recovery, among other things. PICOT Question Essay Example This study will improve nursing practice while also encouraging people to take more control of their own health care decisions. The goal is to lower hospital readmissions and improve the overall quality of treatment for individuals with diabetes type 2.

 
 

References

American Diabetes Association. (2018). 14. Diabetes care in the hospital: standards of medical care in diabetes—2018. Diabetes Care, 41(Supplement 1), S144-S151.
https://doi.org/10.2337/dc18-S014

Chamberlain, J. J., Rhinehart, A. S., Shaefer Jr, C. F., & Neuman, A. (2016). Diagnosis and management of diabetes: synopsis of the 2016 American Diabetes Association Standards of Medical Care in Diabetes. Annals of internal medicine, 164(8), 542-552.
https://doi.org/10.7326/M15-3016

Dehnabi, A., Navipour, H., Radsepehr, H., & Al- Reza Tadayonfar, M. (2017). Effect of discharge planning on metabolic factors in type 2 diabetic patients. Journal of Client-centered Nursing Care, 251-262.
https://doi.org/10.32598/jccnc.3.4.251

WHO. (2020). Diabetes: Key Facts.
https://www.who.int/news-room/factsheets/detail/diabetes 
 PICOT Question Essay Example

Literature Evaluation Table GCU Example

Details:
In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement 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. Use the “Literature Evaluation Table” resource to complete 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.

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 Turnitin

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):
The program intends to reduce the incidence of central line infection within nursing practice. This will be achieved by answering the question: among patients who receive medication through central lines, does matching nursing practice for central line nursing management with evidence drawn from nursing research, versus central line management without considering evidence from research have an effect on the incidence of blood stream infections associated with central line use measured over a two-month trial period?

ORDER YOUR PAPER NOW
 

Criteria

Article 1

Article 2

Article 3

Article 4

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Aloush & Alsaraireh,

Saudi Medical Journal
,

https://europepmc.org/articles/PMC5893917;jsessionid=2BDDD0B7C9C65AD5DE7B19F56C07CB73

Page et al.,

Journal of Oncology Practice
,

http://ascopubs.org/doi/full/10.1200/jop.2015.005751

Marschall et al.,

Infection Control and Hospital Epidemiology
,

https://www.jstor.org/stable/10.1086/676533

Esposito, Guillari & Angelillo,

PLoS ONE
,

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180473

Article Title and Year Published

 

Nurses’ compliance with central line associated blood stream infection prevention guidelines,

2018

Reducing oncology unit central line–associated bloodstream infections: initial results of a simulation-based educational intervention,

2016

Strategies to prevent central line–associated bloodstream infections in acute care hospitals: 2014 update,

2014

Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: a cross-sectional study in an area of southern Italy,

2017

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

Do nurses comply with central line infection guidelines?

To assess nurses’ compliance with central line associated bloodstream infection (CLABSI) prevention guidelines related to maintenance of the central line and the predictors of compliance.

Can incidence of central line-associated bloodstream infection be reduced for oncology inpatients through educational intervention?

To address oncology patients’ vulnerability to central line-associated bloodstream infection.

What are the strategies for preventing central line-associated bloodstream infections?

To highlight practical recommendations in a concise format designed to assist acute care hospitals in implementing and prioritizing their central line–associated bloodstream infection prevention efforts.

What are the knowledge, attitudes, and behavior among nurses regarding the prevention of central line-associated bloodstream infections?

To delineate the knowledge, attitudes, and behavior among nurses regarding the prevention of central line-associated bloodstream infections and to identify their predisposing factors

Design (Type of Quantitative, or Type of Qualitative)

 

Observational study using a descriptive cross-sectional design.

Simulated care model, and pre-test and post-test analysis

Literature review

Cross-sectional study

Setting/Sample

 

171 intensive care unit nurses from 15 hospitals located in 5 cities in Jordan.

Nursing staff from January 2012 to June 2012

Uses “Strategies to Prevent Central Line–Associated Bloodstream Infections in Acute Care Hospitals” published in 2008 as the basis

335 nurses from oncology and outpatient chemotherapy units in 16 teaching and non-teaching public and private hospitals in the Campania region of Italy.

Methods: Intervention/Instruments

 

Sample was observed and compliance recorded on a structured observational sheet over 5 months from March to July 2017.

Nursing staff was subjected to a pretest, an educational blitz, and a post-test.

Expert opinion collected to update the guidelines.

Sample was subjected to questionnaires that collected information.

Analysis

 

Descriptive statistics and modeling

Descriptive analysis to include counts and rates.

Recurrent themes and consensus opinion

Descriptive analysis

Key Findings

 

Model χ
2
(4)=133.773, p=0.00 presented to show that lower nurse:patient ratio allowed for superior compliance when compared to low nurse-patient ratio.

Nurse competence improved by 16.9%. Infection rate reduced from 5.86 per 1,000 patient line-days to 3.43 per 1,000 patient line days.

A list was generated to guide medical practice while reducing incidence of infection.

Gaps exist in nurses knowledge and practice concerning infection prevention

Recommendations

 

Nurse:patient ratio should be lowered to improve compliance and care outcomes.

Targeted educational intervention should be used to improve nurses’ competence.

Medical personnel should observe the guidelines.

Apply educational intervention to improve knowledge and practice while encouraging evidence-based prevention intervention.

Explanation of How the Article Supports EBP/Capstone Project

 

The article is useful in information how to reduce incidence of central line infection by lowering nurse:patient ratio.

The article is useful in highlighting the importance of using targeted education to improve nurses’ competence in central line management.

The article presents useful strategies for actively preventing infection incidence.

The article is useful in showing how education can be used to reduce infection rates.

 

 

Criteria

Article 5

Article 6

Article 7

Article 8

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

Conley,

Clinical Journal of Oncology Nursing
,

https://cjon.ons.org/file/24791/download

Perin et al.,

Revista Latino-Americana De Enfermagen
,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5016007/

Hina & McDowell,

Journal of Clinical Nursing
,

doi: 10.1111/jocn.13824

Al Qadire, Tawalbeh & Suliman,

International Journal of Advanced Nursing Studies
,

https://www.sciencepubco.com/index.php/IJANS/article/download/7295/2635

Article Title and Year Published

 

Central line–associated bloodstream infection

prevention: standardizing practice focused

on evidence-based guidelines,

2016

Evidence-based measures to prevent central line-associated bloodstream infections: a systematic review,

2016

Minimising central line‐associated bloodstream infection rate in inserting central venous catheters in the adult intensive care units,

2017

Student nurses’ knowledge of guidelines for preventing central venous catheter-associated infections,

2017

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

ORDER YOUR PAPER NOW
 

What are the best practice guidelines for nurse administration of central lines?

To identify evidence-based practice strategies implemented at a comprehensive

ambulatory cancer center to standardize best nursing practice for central lines.

What are the best strategies for preventing central line infection in the ICU?

To identify evidence-based care to prevent central line infection among adult patients hospitalized in ICUs

What procedural features can be applied to minimize risk of central line infection?

To investigate the procedural aspects in inserting central venous catheters that minimise central line‐associated bloodstream infection rates in adult intensive care units through a structured literature review.

What are nursing students’ knowledge levels concerning preventions of central line infection?

To evaluate student nurses’ knowledge of the guidelines for preventing central line-associated infection.

Design (Type of Quantitative, or Type of Qualitative)

 

Literature review

Systematic review

Systematic review

Descriptive cross-sectional survey

Setting/Sample

 

Publications relevant to the research topic

34 publications from PubMed, Scopus, Cinahl, Web of Science, Lilacs, Bdenf and Cochrane Studies databases addressing care and maintenance of central venous catheters, published from January 2011 to July 2014 were searched.

10 articles from Ovid and CINAHL databases.

267 second, third and fourth year student nurses from 4 government universities.

Methods: Intervention/Instruments

 

Review emerging themes

Review emerging themes

Review emerging themes

Survey

Analysis

 

Recurring ideas based on evidence

Recurring ideas based on evidence

Recurring ideas based on evidence

Descriptive analysis

Key Findings

 

Standardizing care and adherence reduces incidence of central line infection.

Applying education and care bundles reduced central line infection rates.

Choosing subclavian site and preparing site using alcoholic disinfectant reduces incidence of infection

Mean knowledge level score was 1.6 out of 10 with the minimum score being 0 and maximum score being 7.

Students taught about preventing central line infection had better knowledge levels that their students who were not taught on the subject.

Recommendations

 

Port access and dressing should be standardized while implementing evidence-based policies to realize improved care outcomes. Literature Evaluation Table GCU Example

Care bundles should be coupled with education and commitment from medical personnel to reduce infection incidence.

Optimal sites should be selected for catheter insertion then disinfected to reduce incidence of infection.

Nursing education institutions should offer theoretical and practical lessons on prevention of central line infection.

Explanation of How the Article Supports EBP/Capstone

 

The article is useful in preventing strategies for preventing central line infection

The article is useful in presenting strategies that nursing personnel can apply to reduce incidence of central line infection

The article is useful since it presents evidence to show that site selection and disinfection is important.

The article is useful since it identifies that knowledge levels of students is lacking and should be improved.

 

 

 

References

Al Qadire, M., Tawalbeh, L. & Suliman, M. (2017). Student nurses’ knowledge of guidelines for preventing central venous catheter-associated infections.
International Journal of Advanced Nursing Studies
, 6(1), doi: 10.14419/ijans.v6i1.7295. Retrieved from https://www.sciencepubco.com/index.php/IJANS/article/download/7295/2635

Aloush, S. & Alsaraireh, F. (2018). Nurses’ compliance with central line associated blood stream infection prevention guidelines.
Saudi Medical Journal
, 39(3), 273-279. doi: 10.15537/smj.2018.3.21497. Retrieved from https://europepmc.org/articles/PMC5893917;jsessionid=2BDDD0B7C9C65AD5DE7B19F56C07CB73

Conley, S. (2016). Central line–associated bloodstream infection prevention: standardizing practice focused on evidence-based guidelines.
Clinical Journal of Oncology Nursing
, 20(1), 23-26. doi: 10.1188/16.CJON.23-26. Retrieved from https://cjon.ons.org/file/24791/download

Esposito, M., Guillari, A. & Angelillo, I. (2017) Knowledge, attitudes, and practice on the prevention of central line-associated bloodstream infections among nurses in oncological care: A cross-sectional study in an area of southern Italy.
PLoS ONE
, 12(6), e0180473. doi: 10.1371/journal.pone.0180473. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180473 Literature Evaluation Table GCU Example

Hina, H. & McDowell, J. (2017). Minimising central line‐associated bloodstream infection rate in inserting central venous catheters in the adult intensive care units.
Journal of Clinical Nursing
, 26(23-24), 3962-3973. doi: 10.1111/jocn.13824

Marschall, J., Mermel, L., Fakih, M., Hadaway, L., Kallen, A., O’Grady, N. … & Yokoe, D. (2014). Strategies to prevent central line–associated bloodstream infections in acute care hospitals: 2014 update.
Infection Control and Hospital Epidemiology
, 3(7), 753-771. doi: 10.1086/676533. Retrieved from https://www.jstor.org/stable/10.1086/676533

Page, J., Tremblay, M., Nicholas, C. & James, T. (2015). Reducing oncology unit central line–associated bloodstream infections: initial results of a simulation-based educational intervention.
Journal of Oncology Practice
, 12(1), e83-e87. doi: 10.1200/JOP.2015.005751. Retrieved from http://ascopubs.org/doi/full/10.1200/jop.2015.005751

Perin, D., Erdmann, A., Higashi, G. & Sasso, G. (2016). Evidence-based measures to prevent central line-associated bloodstream infections: a systematic review.
Revista Latino-Americana De Enfermagen
, 24, e2787. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5016007/

 

Literature Evaluation Table 

 

1

Unsatisfactory 0-71%

0.00%

2

Less Than Satisfactory 72-75%

75.00%

3

Satisfactory 76-79%

79.00%

4

Good 80-89%

89.00%

5

Excellent 90-100%

100.00%

100.0 %Article Selection

 

5.0 %Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article

Author, journal (peer-reviewed), and permalink or working link to access article section is not included.

Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.

Author, journal (peer-reviewed), and permalink or working link to access article section is present.

Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.

Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.

5.0 %Article Title and Year Published

Article title and year published section is not included.

Article title and year published section is present, but it lacks detail or is incomplete. Literature Evaluation Table GCU Example

Article title and year published section is present.

Article title and year published section is clearly provided and well developed.

Article title and year published section is comprehensive and thoroughly developed with supporting details.

10.0 %Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.

Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.

5.0 %Design (Type of Quantitative, or Type of Qualitative)

Design (type of quantitative, or type of qualitative) section is not included. Literature Evaluation Table GCU Example

Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.

Design (type of quantitative, or type of qualitative) section is present.

Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.

Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.

5.0 %Setting or Sample

Setting or sample section is not included.

Setting or sample section is present, but it lacks detail or is incomplete.

Setting or sample section is present.

Setting or sample section is clearly provided and well developed.

Setting or sample section is comprehensive and thoroughly developed with supporting details.

5.0 %Methods: Intervention or Instruments

Methods: Intervention or instruments section is not included.

Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.

Methods: Intervention or instruments section is present.

Methods: Intervention or instruments section is clearly provided and well developed.

Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.

10.0 %Analysis

Analysis section is not included.

Analysis section is present, but it lacks detail or is incomplete.

Analysis section is present.

Analysis section is clearly provided and well developed.

Analysis section is comprehensive and thoroughly developed with supporting details.

10.0 %Key Findings

Key findings section is not included.

Key findings section is present, but it lacks detail or is incomplete.

Key findings section is present.

Key findings section is clearly provided and well developed.

Key findings section is comprehensive and thoroughly developed with supporting details.

10.0 %Recommendations

Recommendations section is not included.

Recommendations section is present, but it lacks detail or is incomplete.

Recommendations section is present.

Recommendations section is clearly provided and well developed.

Recommendations section is comprehensive and thoroughly developed with supporting details.

10.0 %Explanation of How the Article Supports EBP or Capstone

Explanation of how the article supports EBP or capstone section is not included.

Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.

Explanation of how the article supports EBP or capstone section is present. Literature Evaluation Table GCU Example

Explanation of how the article supports EBP or capstone section is clearly provided and well developed.

Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.

10.0 %Presentation

The piece is not neat or organized, and it does not include all required elements.

The work is not neat and includes minor flaws or omissions of required elements.

The overall appearance is general, and major elements are missing.

The overall appearance is generally neat, with a few minor flaws or missing elements.

The work is well presented and includes all required elements. The overall appearance is neat and professional.

10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

The writer is clearly in command of standard, written, academic English.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

Subjective Data Collection: 69 of 69 (100.0%)

Hover To Reveal…

Hover over the 
Patient Data 
items below to reveal important information, including 
Pro Tips
 and 
Example Questions
.

Found:

 Indicates an item that you found.

Available:

 Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Chief Complaint

Finding:

Asked about chief complaint

Finding:

Reports being brought in by police

(Found)

Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about their chief complaint will allow the patient to voice any concerns or symptoms the patient may have in their own words.

Example Question:

What brings you to the emergency room?

History of Present Illness

Finding:

Followed up on incident

Finding:

Reports looking into cars for government agents chasing him

(Found)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What were you doing when the police found you?

Finding:

Reports having been in a grocery store parking lot

(Found)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Where were you when the police found you?

Finding:

Reports knowing the police stopped him for running around and looking in cars

(Found)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you know what caused the police to bring you in?

Finding:

Denies having hurt himself or others

(Available)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Were you hurting anyone?

Finding:

Denies having done anything illegal

(Available)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Were you doing anything illegal?

Finding:

Followed up on government agents

Finding:

Reports government is trying to imprison him for being enlightened

(Found)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What is the reason that government agents are following you?

Finding:

Reports government sees his enlightenment as a threat to their secrets

(Found)

Pro Tip: Asking a patient the details about their current health issues allows you to fully comprehend them. Details of their illness will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What is the reason that government agents are following you?

Finding:

Asked about anxiety or paranoia

Finding:

Reports last depressive period ended a couple months ago

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

When did your last period of depression end?

Finding:

Reports last depressive period was a long one

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

How long was your last period of depression?

Finding:

Asked about details of depression diagnosis

Finding:

Reports being diagnosed by psychiatrist

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Who diagnosed you with depression?

Finding:

Reports diagnosed 3 years ago

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

When were you diagnosed with depression?

Finding:

Asked about reason for seeing psychiatrist

Finding:

Reports being made to see the psychiatrist following a suicide attempt

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

What did you see the psychiatrist for?

Finding:

Asked about how depression was treated

Finding:

Reports psychiatrist prescribed antidepressants

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Did the psychiatrist prescribe anything for your depression?

Finding:

Asked about hospitalizations

Finding:

Reports being hospitalized after suicide attempt

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Were you hospitalized after your suicide attempt?

Finding:

Reports being hospitalized 3 years ago

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

When were you hospitalized?

Finding:

Asked about allergies

Finding:

Denies allergies

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Do you have any allergies?

Home Medications

Finding:

Asked about effectiveness of medication

Finding:

Reports antidepressants were not effective

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Were the antidepressants effective?

Finding:

Reports antidepressants caused side effects

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Did the antidepressants cause any side effects?

Finding:

Reports stopping the antidepressant regimen

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Did you continue taking the antidepressants?

Finding:

Reports not consulting a healthcare provider before stopping regimen

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Did you consult your healthcare provider before stopping the antidepressants?

Finding:

Followed up on medication side effects

Finding:

Reports not wanting to discuss side effects

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

What kind of side effects did the antidepressants cause?

Finding:

Followed up on details of the medication prescription

Finding:

Denies remembering details of the medication prescription

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

What was the name of the antidepressant?

Finding:

Asked about home medications beside antidepressants

Finding:

Denies home medications beside antidepressants

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its efficacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take any other medications?

Ask Suicide Screening Questions

Finding:

Followed up on suicide attempt

Finding:

Reports attempt occurred 3 years ago

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

When was your suicide attempt?

Finding:

Reports not wanting to discuss the suicide attempt

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

How did you attempt suicide?

Finding:

Asked about other suicide attempts

Finding:

Denies other suicide attempts

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Have you had other suicide attempts?

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Do you ever think others would be better off without you?

Finding:

Reports not wanting to discuss this belief

(Available)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Do you ever think others would be better off without you?

Finding:

Asked about thoughts of suicide

Finding:

Denies current thoughts of suicide

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Are you having suicidal thoughts right now?

Finding:

Reports previous thoughts of suicide during depressive episodes

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Have you ever had suicidal thoughts?

Finding:

Reports that thoughts of suicide are permanently behind him

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Do you ever have suicidal thoughts?

Finding:

Asked about current plans for suicide

Finding:

Denies recent plan to attempt suicide

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Have you recently planned to commit suicide?

Finding:

Reports last suicidal plans were before suicidal attempt 3 years ago

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Have you ever planned to commit suicide?

Finding:

Asked about self-harming without intending to die

Finding:

Reports only self-injury was the suicide attempt

(Found)

Pro Tip: Determining a patient’s risk for suicide is imperative for suicide prevention, intervention, and education. Using the Ask Suicide-Screening Questions (ASQ) will help you uncover the most relevant pieces of information around suicide ideation and action, both past and present, that are necessary for protecting the patient’s safety.

Example Question:

Have you ever self-harmed?

Finding:

Asked about homicidal urges

Finding:

Denies homicidal urges

(Found)

Pro Tip: Asking a patient if they are experiencing homicidal urges may be uncomfortable, but it is important for determining a patient’s mental health, issues with rage or violence, and the safety levels of the patient and the people in their lives.

Example Question:

Do you ever feel homicidal urges?

Mood Disorder Questionnaire

Finding:

Asked about perception of mental health

Finding:

Reports feeling like his depression is over

(Found)

Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

Example Question:

How do you feel about your depression?

Finding:

Reports feeling like mental health is exceptional

(Found)

Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

Example Question:

How would you describe your mental health?

Finding:

Reports feeling mental health treatment is unnecessary

(Available)

Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

Example Question:

Do you think you need mental health treatment?

Finding:

Asked if others notice mood or energy shifts

Finding:

Reports not paying attention to others’ perception of him

(Found)

Pro Tip: Utilizing the Mood Disorder Questionnaire (MDQ) is an effective means of gathering relevant information about a patient’s mental health, helping you screen them for signs of Bipolar Disorder. By discussing these relevant topics such as mood changes, associated behaviors, and changes to lifestyle and relationships, you can determine what diagnosis, education, and interventions the patient needs.

Example Question:

Has anyone commented on your mood and energy shifts?

Finding:

Asked about excessive irritability or anger

Finding:

Reports feeling angry only when people “interfere with the vibes”

Literature Evaluation Table

Student Name:

Change Topic:
Effect of hazard awareness training on nurse exposure to environmental risks

 

Criteria

Article 1

Article 2

Article 3

Article 4

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Sato, Okamoto, Kayaba, Nobuhara & Soeda.

Journal of Nursing Education and Practice

http://www.sciedu.ca/journal/index.php/jnep/article/viewFile/12043/7545

Clay, Chudgar, Turner, Vaughnn, Knudsen, Farnan, Arora & Mollo.

Annals of the American Thoracic Society
, https://www.atsjournals.org/doi/full/10.1513/AnnalsATS.201610-773OC

Hu, Luk & Smith.

International Journal of Nursing Sciences,

https://www.sciencedirect.com/science/article/pii/S2352013215000071

 

Thompson & Barcott.

Journal of advanced nursing
,

https://doi.org/10.1111/jan.13246

Article Title and Year Published

 

Effectiveness of role-play in hazard prediction training

for nursing students: a randomized controlled trial,

2018 NRS-490-RS-Literature Evaluation Table

How Prepared Are Medical and Nursing Students to Identify Common Hazards in the Intensive Care Unit?

2017

The effects of hazardous working conditions on burnout in Macau nurses,

2015 NRS-490-RS-Literature Evaluation Table

The concept of exposure in environmental health for nursing,

2017

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

The study applied a quantitative approach with the aim of comparing the effectiveness noted for role-play and illustrations applying hazard prediction training

ORDER YOUR PAPER HERE

The study applied a qualitative approach to determine if nursing and medical students can pinpoint hazards in their professional environment

The study applied a quantitative approach to evaluate how hazards in the working environment affected nurses’ burnout.

The study applied a qualitative approach to evaluate the concept of exposure in environmental health for nursing

Design (Type of Quantitative, or Type of Qualitative)

 

 Randomized control trial

Mixed-methods observational study

Cross-sectional survey.

Chronological review of nursing literature

Setting/Sample

 

94 second-year nursing students

144 participants who included 51 graduating nursing students and 93 medical students

424 nurses working in Macau

Literature published between 1980–2015 and presented in ProQuest and CINAHL

Methods: Intervention/Instruments

 

Random allocation of participants to role-play and an illustration group before completing a risk sensitivity scale.

The participants identified hazards after completing two “room of horrors” simulations.

The participants were subjected to a survey that noted relationship between specific hazards and burnout.

The study identified, categorized and analyzed explicit and implicit conceptual definitions and measurements of exposure.

Analysis

 

After KYT, the participants underwent a hazard prediction test.

Themes were exacted from the participants’ responses before Fisher’s exact test was used to note group differences

Data subjected to structural equation modeling to note the relationship.

Thematic analysis was conducted.

Key Findings

 

R-group participants had better performance than the I-group participants

66% did not identify missing protective equipment, and 58% did not identify a medication administration error.

73% of the variance of burnout was caused by workplace hazards with a standardized regression weight of 0.85

For the development of nursing knowledge, there is need for consistent use of terms.

Recommendations

 

Role play is shown to be an effective hazard prediction training tool for nurses.

Graduating nursing students missed to indicate some workplace hazards to imply that they should be educated on hospitalization hazards.

Workplace hazards should be better managed to reduce the risk of burnout for nurses.

Addressing exposure in the workplace must first start with definition of terms

Explanation of How the Article Supports EBP/Capstone Project

 

The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training using role plays.

The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training

The article supports the EBP by indicting that workplace hazards re  source of concern for nurses

The article supports the EBP by noting that hazards are an issue, and should first be addressed by presenting consistent definition of terms

 

 

Criteria

Article 5

Article 6

Article 7

Article 8

Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

Aluko, Adebyo, Adebisi, Ewegbemi, Abidoye, & Popoola.

BMC Research Notes

https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-016-1880-2 NRS-490-RS-Literature Evaluation Table

 

Bonow, Cezar-Vaz, de Almeida, Rocha, Borges, Piexak, & Vaz.

Nursing Research and Practice
,

https://www.hindawi.com/journals/nrp/2013/386260/

Kim, Jeong & Kwon.

Applied Nursing Research
.

https://www.sciencedirect.com/science/article/pii/S0897189717302124

Tung, Chang, Ming & Chao.

International Journal of Environmental Research and Public Health
.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4276660/

Article Title and Year Published

 

Knowledge, attitudes and perceptions of occupational hazards and safety practices in Nigerian healthcare workers,

2016

Risk perception and risk communication for training women apprentice welders: a challenge for public health nursing,

2013

Effects of hazard perception training (HPT) on nursing students’ risk sensitivity to patient safety and developing safety control confidence,

2018

Occupational Hazards Education for Nursing Staff through Web-Based Learning,

2014

Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study

 

The study sought to assess safety practices and hazards identified by medical personnel in a Nigerian medical facility

The study sought to identify the perceptions of participants to workplace hazards.

The study intended to identify the effects of hazard perception training

.

The study sought to evaluate the efficiency of online education to prevent occupational hazards among nurses.

Design (Type of Quantitative, or Type of Qualitative)

 

Descriptive cross-sectional design NRS-490-RS-Literature Evaluation Table

Descriptive design NRS-490-RS-Literature Evaluation Table

Nonequivalent control group pre-and post-test design

Descriptive design

Setting/Sample

 

290 respondents identified using stratified sampling technique

45 participants taken through two phases with the first phase having 27 participants and the second phase having 18 participants

107 senior nursing students were recruited s participants with 52 of them placed into the experimental group, and 55 of them placed into the control group.

320 nursing staff from two Taiwan hospitals

Methods: Intervention/Instruments

 

Validated instruments used to collect quantitative data

Quantitative data collected

Intervention group subjected to hazard perception training before collecting risk sensitivity and safety control confidence for both groups

The participants were subjected to questionnaires that noted effect of e-learning on hazards

Analysis

 

Descriptive analysis conducted using IBM-SPSS version 20

Data analysis carried out with SPSS version 19.0

Descriptive analysis

Descriptive analysis

Key Findings

 

11% of health workers were not knowledgeable about hazards

The participants identified biological (62.9%), physiological (88.8%), chemical (96.2%), and physical (96.2%),

risk types.

Experiment group more sensitive to risks when compared to control group (t = 12.47,
p
< 0.001) Higher post-test scores for experiment group. Showing improved practices, attitudes, and knowledge. Recommendations   There is a need for hazard knowledge levels to be increased to reduce the incidence of avoidable harm Knowledge level must be identified before effective risk communication can be carried out through teaching and learning tools. Nursing education should include hazard perception training. Nursing staff should be encouraged to join e-learning forums to promote their attitudes and practices towards preventing occupational hazards. Explanation of How the Article Supports EBP/Capstone   The article supports the EBP by showing that hazard management is best achieved through active efforts The article supports the EBP by showing that knowledge of hazards is important. The article supports the EBP by showing that hazard training is important for nurses in improving workplace safety The article supports the EBP by acknowledging that hazard management can be improved through learning and training NRS-490-RS-Literature Evaluation Table

Transcript

Started:
 Jun 25, 2022 | 
Total Time:
 210 min

All Lines (176)
Interview Questions (127)
Statements (15)
Exam Actions (34)

Hello. My name is XXXX, I will interview and examine you

Greet

06/25/22 12:27 PM EDT

Hey! What’s up?

Whats your name?

Question

06/25/22 12:28 PM EDT

My name is Lucas Callahan, and don’t wear it out! Unless you want to! Unless your hobby is wearing names out!

.

Educate

06/25/22 12:31 PM EDT

Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

.

Educate

06/25/22 12:31 PM EDT

Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

.

Educate

06/25/22 12:31 PM EDT

Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

What brings you here today?

Question

06/25/22 1:46 PM EDT

Those idiot cops brought me here. I don’t need to be here but the front desk guy said that they have to check me out. Like I’m some sort of book in the history of atlases.

Why did the cops bring you here?

Question

06/25/22 1:50 PM EDT

So, I was running around trying to find out what car they — so these government agents, I get this feeling they’re after me sometimes, and when I feel really good, especially, I’m more in touch with when they’re after me — so I was checking out some cars, like, I just KNEW they were hiding in one of them — I mean, it was a grocery store parking lot, I’m sure I looked crazy running around and stuff.

What did the government agents want? (Clarified to Why do government agents want to contain you?.)

Question

06/25/22 1:51 PM EDT

I am in possession of certain secrets that certain people would die to protect. I can’t go into detail. They could be listening, but agents were coming for me. All the fruit and hot dogs were sleeping in the grocery store. But outside the grocery store, there they were. Agents. They imprison, it’s what they do. They wanted to “contain” me, but I cannot be contained. (Clarified to why the agents wanted to contain me.)

Are you anxious or paranoid?

Question

06/25/22 1:52 PM EDT

Listen, I’m not paranoid or anything. I’m telling you facts. Cold, hard facts. Put ’em in your pocket and feel that weight. That’s right. Government agents were chasing me and it’s a good thing that they never got me.

Am sorry about that

Empathize

06/25/22 1:53 PM EDT

Thanks a million, but I’m all good, I promise!

Are you anxious?

Question

06/25/22 1:55 PM EDT

I’m not anxious or paranoid or whatever. I mean, I just have a really really fine-tuned sense of, like, OK, now they’re coming for me, the government agents, and I have to be on the look out, ’cause no way am I being snatched up, not a chance.

Any hallucinations?

Question

06/25/22 1:56 PM EDT

No way. I don’t see junk that’s not there or anything.

Any recent substance use?

Question

06/25/22 1:57 PM EDT

I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally.

Which substance did you last use? (Clarified to What was the last substance you used?.)

Question

06/25/22 1:58 PM EDT

I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally. (Clarified to what the substance I used most recently is.)

Do you get enough sleep?

Question

06/25/22 1:59 PM EDT

Well, there’s not much of it, but I get a couple hours in usually, and I never feel, like, unrested or anything. Recently, I haven’t had to sleep for like, four days. It’s sick, completely bangin’.

Am sorry about that

Empathize

06/25/22 1:59 PM EDT

That’s super cool of you, thanks!

What is your energy level?

Question

06/25/22 2:00 PM EDT

Awesome! I mean, I’m just a high energy kind of guy, a lot of the time. But this week especially I’ve felt, like, crazy up and up, and I love it. I just love it. I feel like I could lift a horse.

What is your current mood?

Question

06/25/22 2:00 PM EDT

I am 100% letting the good times roll. Couldn’t be better.

When did your high energy begin?

Question

06/25/22 2:05 PM EDT

I didn’t mark it on a calendar or anything, but a week ago sounds right. It’s the greatest thing ever. You wouldn’t believe all the stuff you can get done with a ton of energy. It’s like: yes! yes! yes! I should be the mascot for a battery company or something. It doesn’t hurt that I’m good-looking.

Have you had euphoria? (No matching questions found.)

Question

06/25/22 2:06 PM EDT

How long have you had a good mood? (Clarified to How long has your mood been this good?.)

Question

06/25/22 2:06 PM EDT

I’ve had the jazz in my blood for a week, I’d say. It’s been all trumpets and horn ever since. Gosh, I always knew it could be this way. Me, being the best version of myself. The world, parting its lip like a dang oyster for my consumption. What a life! Ain’t it a song? (Clarified to how long my mood has been this good.)

Any current health problems?

Question

06/25/22 2:07 PM EDT

Not really. They diagnosed me with depression, but I’m really not worried about that anymore. I’m just really not in that headspace right now.

What are your typical moods?

Question

06/25/22 2:07 PM EDT

You’ve got Option A and Option B. With A, we’re talking about a bottomless rat hole. With B, we’re talking good vibes that don’t disappoint. I’ll stick with B, thanks.

What are your typical energy levels?

Question

06/25/22 2:16 PM EDT

Arg! Picture this: a ship on the sea. The waves go up and down. The ship bobs. What’s normal if the ship’s a’bob? You tell me. I’ve been high and I’ve been low.

Have you experienced depression or suicide attempts in the past?

Question

06/25/22 3:44 PM EDT

Well, yes, I have felt that way before, but that was, what, a couple months ago? I really feel fine and dandy these days. Dandy and dandy, even.

Am sorry you’ve been through a lot.

Empathize

06/25/22 3:45 PM EDT

Hey, I appreciate the good vibes.

 Assessed vitals

Exam Action

06/25/22 3:47 PM EDT

 Inspected right eye

Exam Action

06/25/22 3:55 PM EDT

 Inspected left eye

Exam Action

06/25/22 3:55 PM EDT

 Performed otoscopic examination of right naris

Exam Action

06/25/22 3:56 PM EDT

 Performed otoscopic examination of left naris

Exam Action

06/25/22 3:56 PM EDT

 Inspected top of arms

Exam Action

06/25/22 3:56 PM EDT

 Inspected right forearm

Exam Action

06/25/22 3:56 PM EDT

 Inspected right wrist

Exam Action

06/25/22 3:56 PM EDT

 Inspected left forearm

Exam Action

06/25/22 3:56 PM EDT

 Inspected left wrist

Exam Action

06/25/22 3:56 PM EDT

 Inspected top of arms

Exam Action

06/25/22 3:57 PM EDT

 Inspected chest

Exam Action

06/25/22 3:57 PM EDT

 Inspected legs

Exam Action

06/25/22 3:57 PM EDT

 Inspected back

Exam Action

06/25/22 3:57 PM EDT

 Auscultated breath sounds

Exam Action

06/25/22 3:58 PM EDT

 Auscultated heart sounds

Exam Action

06/25/22 3:58 PM EDT

 Palpated abdomen

Exam Action

06/25/22 3:58 PM EDT

 Palpated right and left radial pulse

Exam Action

06/25/22 3:58 PM EDT

 Palpated right and left dorsalis pedis pulse

Exam Action

06/25/22 3:58 PM EDT

 Palpated capillary refill on right and left hand

Exam Action

06/25/22 3:59 PM EDT

 Performed EKG

Exam Action

06/25/22 3:59 PM EDT

 Assessed lab results

Exam Action

06/25/22 3:59 PM EDT

 Assessed general appearance: posture is bent or hunched, clothing is dirty and disheveled, grooming and self-care are otherwise adequate, eye contact is direct

Exam Action

06/25/22 3:59 PM EDT

 Assessed attitude: displays frequent distrust and evasiveness

Exam Action

06/25/22 3:59 PM EDT

 Assessed speech: rate of speech is rapid, but at an appropriate volume, and no issues with articulation

Exam Action

06/25/22 4:00 PM EDT

 Assessed mood and affect: frequent mood changes throughout interview; excessively expansive or cheerful affect

Exam Action

06/25/22 4:00 PM EDT

 Assessed thought process: presence of rapid thinking, disorganized or illogical flow of thought, “word salad,” neologisms, echolalia, and clanging associations

Exam Action

06/25/22 4:00 PM EDT

 Assessed thought content: presence of delusions; no presence of perceptual disturbances or hallucinations

Exam Action

06/25/22 4:00 PM EDT

 Confirmed orientation

Exam Action

06/25/22 4:00 PM EDT

What is your name and date of birth?

Question

06/25/22 4:01 PM EDT

Lucas Callahan, born . . . [Mr. Callahan reports his correct date of birth.]

What building are you in now?

Question

06/25/22 4:01 PM EDT

The hospital. Shadow General.

What is the date and year?

Question

06/25/22 4:01 PM EDT

The date is . . . [Mr. Callahan reports the correct date and year.]

 Assessed cognition

Exam Action

06/25/22 4:02 PM EDT

Count backwards from 100 by 7 until you get to the 60s.

Question

06/25/22 4:02 PM EDT

Easy! 100, 93, 86, 79… [Mr. Callahan finishes the sequence.]

 Assessed cognition

Exam Action

06/25/22 4:03 PM EDT

How are apples and oranges alike?

Question

06/25/22 4:03 PM EDT

They’re both fruits, of course!

How are a lake and an ocean alike?

Question

06/25/22 4:03 PM EDT

They’re both bodies of water.

How are a trumpet and a flute alike?

Question

06/25/22 4:04 PM EDT

They’re both instruments. And they both are way underused in modern post-punk.

 Assessed cognition

Exam Action

06/25/22 4:04 PM EDT

Repeat and remember burger, tulip, nose, and tea.

Question

06/25/22 4:06 PM EDT

Burger, tulip, nose and tea. Yep, I got this.

How did you celebrate your last birthday?

Question

06/25/22 4:07 PM EDT

Oh, it was actually really awesome! Me and some friends did the Bake-a-Cake Blindfolded Challenge. Then we just went out to a couple of my favorite bars. It actually wasn’t as rowdy as you’d think, but it was just great vibes all around.

Repeat the four words from before.

Question

06/25/22 4:08 PM EDT

OK . . . burger, tulip, nose, and tea. Ha! Nailed it.

Copy the shapes exactly as you see them.

Question

06/25/22 4:08 PM EDT

Right on. Let’s do this!

 Assessed insight: demonstrates limited awareness of illness and is unwilling to seek treatment

Exam Action

06/25/22 4:09 PM EDT

 Assessed judgment: demonstrates good judgment

Exam Action

06/25/22 4:09 PM EDT

What would you do if you found a stamped envelope on the sidewalk?

Question

06/25/22 4:10 PM EDT

Probably put it in a mailbox, if I saw there was one nearby.

Based on your presentation today, I believe you are at risk of injury.

Educate

06/25/22 5:02 PM EDT

Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

My goal is to keep you safe and injury free until you can be seen by the next provider. I will put you in a private room where you will be safe from danger and we will check on you frequently. I’ll do a quick physical exam later.

Educate

06/25/22 5:05 PM EDT

Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

Are you ready to move forward with the care plan?

Educate

06/25/22 5:06 PM EDT

Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

Capstone Project Topic Selection and Approval

Rubric

View Rubric

Assessment Traits

Requires Lopeswrite

Assessment Description

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

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

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

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed Capstone Project Topic Selection and Approval.

A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Significance of the topic and its implications for nursing practice.

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

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

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Capstone Project Topic Selection and Approval – Rubric

LIST
GRID

PRINT TO PDF

Rubric Criteria

Total
40 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

0 points

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

3 points

Topic is presented but criteria are incomplete.

3.16 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

3.56 points

Topic and criteria are presented. Minor aspects are unclear or require support.

4 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Effect of Identified Problem or Issue

Effect of Identified Problem or Issue

0 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

4.5 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

4.74 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

5.34 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

6 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

2.1 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

2.21 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

2.49 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

2.8 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Detailed Description of Project Topic

Detailed Description of Project Topic

0 points

A description of the project topic is omitted.

4.5 points

A description of the project topic is presented but is largely incomplete.

4.74 points

A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

5.34 points

A description of the project topic is presented. Minor aspects are unclear or require support.

6 points

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Project Topic for Focus of Change Proposal

Project Topic for Focus of Change Proposal

0 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

1.5 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete. Capstone Project Topic Selection and Approval

1.58 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

1.78 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.

2 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

1.8 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

1.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

2.14 points

Relevant evidence that includes other perspectives is used.

2.4 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

2.1 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

2.21 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

2.49 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

2.8 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1.8 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1.9 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2.14 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

2.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Setting or Context Where Project Topic Is Observed

Setting or Context Where Project Topic Is Observed

0 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

3 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

3.16 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

3.56 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.

4 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

Topic Significance and Implications for Nursing Practice

Topic Significance and Implications for Nursing Practice

0 points

Significance of topic and its implications for nursing practice is omitted.

3 points

Topic is presented but criteria are incomplete.

3.16 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

3.56 points

Topic and criteria are presented. Minor aspects are unclear or require support.

4 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Peer-Reviewed Articles

Peer-Reviewed Articles

0 points

Fewer than six peer-reviewed articles are presented.

1.5 points

Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria. Capstone Project Topic Selection and Approval

1.58 points

Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

1.78 points

Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

2 points

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

1.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1.26 points

Appropriate format and documentation are used, although there are some obvious errors.

1.42 points

Appropriate format and documentation are used with only minor errors.

1.6 points

No errors in formatting or documentation are present.