Devry NR451 All Weeks Discussion and Milestone Entire Course
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Devry NR451 Week 1 Discussion DQ 1 & DQ 2
DQ 1
Assessing Need for Change (graded)
Think about a problem
in your clinical practice. Are the satisfaction scores in your unit low? Does
your unit have a higher than average infection rate? What is a problem you see
in your clinical practice? What are some of the possible solutions? Why is it
important to evaluate the need for change and not just stick with the “it’s the
way we always have done it” mentality?
DQ 1
Nurse’s Role in EBP (graded)
Evidence based
practice dates back to Florence Nightingale, yet it took a long time for nurses
to conduct nursing research. Why is it important for nurses to have their own
body of knowledge? Give a specific example of how bedside nurses contribute to
nursing research?
Devry NR451 Week 2 Discussion DQ 1 & DQ 2
DQ 1
Forming the PICO Question (graded)
Form a PICO question
that you will use for your change project. Include each element of the PICO
question. How did you develop this question? Why is it important to your
clinical practice?
DQ 2
Appraisal of Evidence (graded)
When reviewing a
journal article, how do you best determine its credibility and reliability? Why
is it important to determine the strength of evidence and how does that affect
your implementation of the results into clinical practice?
Devry NR451 Week 3 Discussion DQ 1 & DQ 2
DQ 1
Feasibility of your Capstone Project (graded)
Now that you have
identified your capstone project. What is the cost involved to implement your
project? Remember that cost isn’t always just money but also time and resources
(both tangible and intangible). Will the initial cost pay off in the long run with
improved outcomes?
DQ 2
Communication Errors (graded)
Have you ever played
the telephone game when you were younger? Communication can take on a life of
its own and the content can often be distorted over time. Give an example in
your clinical practice where miscommunication was the root cause of an error.
How could this communication error have been prevented?
Devry NR451 Week 4 Discussion DQ 1 & DQ 2
DQ 1
Patterns of Nursing Care (graded)
Your lesson this week
discussed patterns of nursing care delivery. In your opinion, what is the most
effective nursing care delivery model and why? What are the advantages and
disadvantages of your chosen nursing care delivery model? Give specific
clinical examples.
DQ 2
Discussion of Articles (graded)
Discuss the two
articles that you read from the Patient Safety and Quality: An Evidence-based
Handbook for Nurses website. Give the title and the URL address for each
article. How is the information in each article applicable to your practice?
Devry NR451 Week 5 Discussion DQ 1 & DQ 2
DQ 1
An Ethical Dilemma (graded)
Nurses face many
ethical issues on a daily basis. Consider the following scenario:
Your unit has team
nursing. As luck would have it, you and your best friend, Jill, are paired as a
team this shift. Jill is a new nurse so you feel this is a great opportunity to
take her under your wing a bit and show her the ropes. It is a busy shift and
you administered Mr. Smith his insulin dose based on the sliding scale before
lunch. You chart your medication administration and continuing caring for your
patients. An hour later, Jill comes to you terrified because she forgot to
chart the insulin she gave Mr. Smith and realized that you also gave the
medication. She rushed to take his blood sugar and it was 115. Mr. Smith felt
fine and was eating a candy bar his family had snuck in for him. No harm done,
in fact he probably needed the extra insulin to compensate for the candy bar he
wasn’t supposed to have, Jill explained. Jill begs you not to report this since
she is still on probation. She says that she has learned her lesson and since
nothing bad happened, why does anyone need to know?
What would you do in
this situation? Apply ethical principles to explain the rationale for your
decision making process.
DQ 2
Core Competencies for Nurses (graded
Explore the website
for the Quality and Safety Education for Nurses (QSEN) initiative athttp://www.qsen.org. How can these competencies for nurses be implemented
into the workplace or professional nursing setting if you are not currently
working?
Devry NR451 Week 6 Discussion DQ 1 & DQ 2
DQ 1
Implementing Change Despite Resistance (graded)
Change can be
difficult to implement. Now that you are almost finished with your change
project, if you were to implement your project in your clinical practice, what
type of resistance do you expect from staff? List at least three ways that you
can lessen the resistance you may encounter to help ensure the success of your
project.
DQ 2
Workplace Safety (graded)
Select an American
Nurses Association (ANA) publication on workplace safety from the ANA. Search
the American Nurses Association (ANA) website for workplace safety (http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environmentand select a publication on workplace safety.
Review the document (publication), include the URL, and discuss implications
for you and your work setting.
Devry NR451 Week 7 Discussion DQ 1 & DQ 2
DQ 1
Healthcare Policy (graded)
Describe a recent
health care policy and discuss it’s implication to your personal clinical
practice or health care as a whole. Why is it important for nurses to be aware
of health care policy?
DQ 2
Healthcare Economics (graded)
Health care costs are
on the rise. What is an example of wasted health care dollars in your clinical
practice and how do you propose improving the utilization of these dollars?
Devry NR451 Week 8 Discussion
Educational Preparation as a BSN Graduate (graded)
How has this
educational program prepared you for the future of nursing as a BSN graduate?
Capstone Project Milestone #1:
Capstone Project Milestone 1:
Capstone Project Milestone 1:
Practice Issue and
Evidence Summary Worksheets
Directions
1.
Refer to the
guidelines for specific details on how to complete this assignment.
2.
Type your answers
directly into the worksheets below.
3.
Submit to the Dropbox
by the end of Week 3, Sunday at 11:59 p.m. MT.
4.
Post questions about
this assignment to the Q & A Forum. You may also email questions to the
instructor for a private response.
Practice Issue Worksheet
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What
is the Practice Issue?
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Define
the scope of the Practice Issue:
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What
is the practice area?
_
 __ ___ |
___
(list)_________________________________
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How
was the practice issue identified?
|
___
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Describe
the rationale for your checked selections:
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What
evidence must be gathered? (Check
all that apply)
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Describe
the rationale for your checked selections:
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Evidence Summary Worksheet
Directions:
Please type your answers directly into the worksheet.
|
Describe the practice problem in your own words with reference
to the identified population, setting and magnitude of the problem in
measurable terms:
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Find a source of evidence that is a systematic review article
on a nursing topic that is relevant to your practice problem. Write the
complete APA reference for the systematic review article you selected:
Define the search terms for your systematic review:
|
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Identify the objectives of the article.
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Summarize (in your own words) the interventions the author(s)
suggest to improve patient outcomes.
Summarize the main findings by the authors of your systematic
review including the strength of evidence for each main outcome.
Consider the relevance to your project proposal for the Milestone 2 project
paper.
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Outline evidence-based solutions that you will consider for
your project.
Discuss any limitations to the studies performed that you
believe impacts your ability to utilize the research in your project.
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Capstone Project
Milestone 1:
Practice Issue and
Evidence Summary
Grading Grid
Evidence Summary Grading Grid
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Assignment Criteria
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A (100%)
Exceptional
Outstanding or
highest level of performance
|
B (88%)
Exceeds
Very good or high
level of performance
|
C (80%)
Meets
Competent or
satisfactory level of performance
|
NI (38%)
Needs Improvement
Poor or failing
level of performance
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F (0%)
Developing
Unsatisfactory level
of performance
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Practice
Issue Worksheet
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Practice issue
statement, scope of practice, practice area
20
points
|
Practice issue is
identified.
Practice issue is an
independent nursing decision.
Scope of practice
issue is fully described.
Practice area
identified.
20
points ☒
|
Practice Issue is
identified but is not clear.
Practice issue is an
independent nursing decision.
Scope of practice
issue is described in simple terms.
Practice area
identified.
18
points ☐
|
Practice Issue is
identified but is not clearly related to a nursing practice issue.
Practice Issue is
not an independent nursing decision.
Scope of practice
issue is described but is not logical in comparison to Practice Issue
described.
Practice area
identified.
16
points ☐
|
Practice Issue is
unclear.
Practice Issue is
not an independent nursing decision.
Scope of practice
issue is not described.
Practice area
identified.
8
points ☐
|
Practice Issue is
not identified; practice issue is not an independent nursing decision; scope
of practice issue is not described; practice area is not identified.
0
points ☐
|
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|
Practice
issue identification, rationale for selections
35
points
|
Documents how the
practice issue was identified.
Rationale for
responses is logical and described thoroughly.
35
points ☒
|
Documents how the
practice issue was identified.
Rationale for
responses is logical and briefly described.
33
points ☐
|
Documents how the
practice issue was identified.
Rationale for
responses is somewhat logical and vaguely described.
30
points ☐
|
Vaguely describes
how the practice issue was identified.
Rationale for
responses is somewhat logical and vaguely described.
15
points ☐
|
Does not document
how the practice issue was identified.
Rationale is not completed.
This section of the
form is blank.
0
points ☐
|
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|
Practice
issue identification, rationale for selections
20
points
|
Documents how the
practice issue was identified.
Rationale for
responses is logical and described thoroughly.
35
points ☒
|
Documents how the
practice issue was identified.
Rationale for
responses is logical and briefly described.
33
points ☐
|
Documents how the
practice issue was identified.
Rationale for
responses is somewhat logical and vaguely described.
30
points ☐
|
Vaguely describes how
the practice issue was identified.
Rationale for
responses is somewhat logical and vaguely described.
15
points ☐
|
Does not document
how the practice issue was identified.
Rationale is not
completed.
This section of the
form is blank.
0
points ☐
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Evidence
Summary Worksheet
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Practice
Problem
10
points
|
-Practice problem is
in own words, with reference to the population of interest.
-Setting of the
problem is identified
-Magnitude of
problem is discussed.
-The practice issue
is stated in measurable terms.
Met
all objectives as stated above
10
points ☒
|
-Practice problem is
in own words, with reference to the population of interest.
-Setting of the
problem is not discussed.
-Magnitude of
problem is discussed.
-The practice issue
is stated in measurable terms.
Met
3 out of 4 objectives
9
points ☐
|
-Practice problem is
in own words, with reference to the population of interest.
-Setting of the
problem is not discussed.
-Magnitude of
problem is not discussed.
-The practice issue
is stated in measurable terms.
Met
2 out of 4 objectives
8
points ☐
|
-Practice problem is
in own words, with reference to the population of interest.
-Setting of the
problem is not discussed.
-Magnitude of
problem is not discussed.
-The practice issue
is stated but not measurable.
Met
only 1 out of 4 objectives
4
points ☐
|
-Practice problem is
not in own words
-There are no
references to the population of interest.
-Setting and
magnitude of problem is not discussed
-The practice issue
is not stated in measurable terms.
Did
not meet any objectives
0
points ☐
|
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Source
of evidence
20
points
|
-Source of evidence
is nursing topic.
-Source is a
Systematic Review article.
-Search terms are
identified.
-Complete reference
is given for Systematic Review article.
Met
all 4 objectives as above
20
points ☒
|
-Source of evidence
is nursing topic.
-Source is a
Systematic Review article.
-Search terms are
identified.
-Complete reference
is not given for Systematic Review article.
Met
3 out of 4 objectives
18
points ☐
|
-Source of evidence
is nursing topic.
-Source is not a
Systematic Review article.
-Search terms are
identified.
-Complete reference
is not given for Systematic Review article.
Met
only 2 out of 2 objectives
16
points ☐
|
-Source of evidence
is not nursing topic.
-Source is a
Systematic Review article.
-Search terms are
not identified.
-Complete reference
is not given for Systematic Review article.
Met
only 1 out of 4 objectives
8
points ☐
|
-Source of evidence
is not nursing topic or Systematic Review article.
-Search terms are
not identified.
-Reference is
missing.
No
objectives were met.
0
points ☐
|
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Objectives
of the article/ Statement of questions
20
points
|
-Objectives of
article are identified.
-Questions being
addressed by author/s are thorough.
-Relationship to
your practice issue is explained.
20
points ☒
|
-Objectives of
article are identified.
-Questions being
addressed by author/s are explained but not thorough.
-Relationship to
your practice issue is explained.
18
points ☐
|
-Objectives of
article are identified.
-Questions being addressed
by author/s are not thorough.
-Relationship to
your practice issue is vague.
16
points ☐
|
-Objectives of
article are identified.
-Questions being
addressed by author/s is missing.
-Relationship to
your practice issue is not explained.
8
points ☐
|
-Objectives of
article are not identified.
-Questions being
addressed in article and relationship to own practice is not identified.
0
points ☐
|
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|
Interventions/
Main findings summary
30
points
|
-Thoroughly
summarized (in their own words) the interventions the author(s) suggest to
improve patient outcomes.
-Thoroughly
summarized main findings of the author/s.
-Included strength
of evidence for each main outcome.
30
points ☒
|
-Briefly summarized
(in their own words) the interventions the author(s) suggest to improve
patient outcomes.
-Briefly summarized
main findings of the author/s.
-Included strength
of evidence for each main outcome.
27
points ☐
|
-Vaguely summarized
(in their own words) the interventions the author(s) suggest to improve
patient outcomes.
-Vaguely summarized
main findings of the author/s.
-Included strength
of evidence for most of main outcomes.
25
points ☐
|
-Summary of
interventions is not in own words.
-Summarized main
findings of the author/s is not apparent.
-Did not include
strength of evidence for any of the main outcome.
12
points ☐
|
-Summary of the
interventions the author(s) suggest to improve patient outcomes is missing.
-Summary of the main
findings of the author is missing.
-The strength of the
evidence for outcomes are missing.
0
points ☐
|
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|
Evidence-based
solutions and limitations
20
points
|
-Outline of
evidence-based solutions considered for project is documented and clear.
Discussed any
limitations to the studies performed.
Documents
limitations believed may impact use in project.
20
points ☒
|
-Outline of
evidence-based solutions being considered for project is documented but not
clear.
Discussed any
limitations to the studies performed.
Documents
limitations believed may impact use in project.
18
points ☐
|
-Outline of
evidence-based solutions considered for project is documented but not clear.
Discussed most
limitations to the studies performed.
Documents
limitations believed may impact use in project.
16
points ☐
|
-Outline of evidence-based
solutions being considered for project is not documented.
-Discussed most
limitations to the studies performed.
Documents
limitations believed may impact use in project.
8
points ☐
|
-Outline of
evidence-based solutions, limitations of studies and potential impact to
project is missing.
0
points ☐
|
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|
Comments:
You
did great job on this assignment.
|
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|
Total Points
Possible = 175 points
Points earned (sum
of points in all columns) = _175___
Late assignment
point deduction (if applicable) = ____
Total points earned
for this assignment = _175___
|
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Capstone Project Milestone #2:
Design for Change Proposal Guidelines
PURPOSE
You are to create a Design for Change proposal inclusive of your PICO and evidence appraisal information from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
DUE DATE
Milestone #2 consists of the proposal for your Design for Change Capstone Project. Submit this Milestone to the Dropbox by the end of Week 4.
POINTS
Milestone #2 is worth 225 points.
DIRECTIONS
1. Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.
2. The format for this proposal will be a paper following the Publication manual of APA 6th edition.
3. The paper is to be four- to six-pages excluding the Title page and Reference page.
4. As you organize your information and evidence, include the following topics.
a. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
b. Change Plan: Write an overview using the John Hopkins Nursing EBP Model and Guidelines (2012)
i. Practice Question
ii. Evidence
iii. Translation
c. Summary
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
GRADING CRITERIA: DESIGN FOR CHANGE CAPSTONE PROJECT
Category Points % Description
Introduction 25 11% Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
Change Plan; Practice Question (Steps 1–5) 50 22% Activities to achieve the first steps of change are fully described in detail and are based on the first five steps of the John Hopkins EBP Process; Practice Question.
Change Plan; Evidence (Steps 6–10) 50 22% Activities to achieve steps six through ten of the John Hopkins EBP Process are fully described in detail; Evidence.
Change Plan; Translation
(Steps 11–18) 50 22% Activities to achieve the final steps of change are fully described in detail and are based on steps 11 through 18 of the John Hopkins EBP Process; Practice Question.
Summary 25 11% Clear, solid summary summarizing the key points and steps of the change plan is included; ways to maintain the change plan are described.
APA Format 25 11% Minimal errors.
Total 225 points 100%
GRADING RUBRIC:
CAPSTONE PROJECT MILESTONE #2
Assignment Criteria Outstanding or Highest Level of Performance
A (92–100%) Very Good or High Level of Performance
B (84–91%) Competent or Satisfactory Level of Performance
C (76–83%) Poor, Failing or Unsatisfactory Level of Performance
F (0–75%) Total
Introduction
25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing.
21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing.
19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic.
0–18 points /25
Change Plan Practice Question
(Steps 1–5)
50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified.
*Practice question is identified.
*Scope of the problem does not contain statistics to support the problem.
*Stakeholders are identified but not appropriate or missing key members.
*Team members are identified but not appropriate or missing key members.
38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent.
0–37 points /50
Change Plan Evidence
(Steps 6–10)
50 points Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is thorough and detailed.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence and is thorough.
46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is vague.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence but connection is vague.
42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague.
*Strength of evidence is not discussed.
*Recommendation for change is present but not weak connection to the evidence.
38–41 points Activities to achieve steps six through ten of change may be missing or absent.
*Less than four reliable sources are used.
*Summary of evidence is not present or missing important elements.
*Strength of evidence is missing.
*Recommendation for change lacks support from evidence.
0–37 points /50
Change Plan Translation
(Steps 11–18)
50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process:
Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan.
*Measurable outcomes and way to report results are discussed in detail.
*Plan for implementation is thoroughly discussed.
*Ways to communicate findings (internally and externally) are discussed.
46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process:
Translation.
*Action plan is developed with specific timeline in but some elements of the timeline are missing.
*Outcomes are present but not measurable. Ways to report results are discussed in detail.
*Plan for implementation is discussed.
*Communication of findings is present but does not address both internal and external ways.
42–45 points Activities to achieve the last steps of change are vague.
*Action plan is developed but timeline is missing.
*Outcomes are vague and not measurable. Ways to report results are discussed but not in detail.
*Plan for implementation is vague.
*Communication of findings is missing.
38–41 points Activities to achieve the last steps of change are vague or missing.
*Action plan is not well-developed or missing.
*Outcomes are vague or not present. Ways to report results are discussed but not in detail.
*Plan for implementation is not present.
*Communication of findings is missing.
0–37 points /50
Summary
25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described.
23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail.
21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear.
19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent.
0–18 points /25
APA formatting, scholarly writing
25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error.
23–25 points Two to three errors.
21–22 points Four to five errors.
19–20 points Multiple errors
0–18 points /25
Total Points /225
Assignment Criteria Outstanding or Highest Level of Performance
A (92–100%) Very Good or High Level of Performance
B (84–91%) Competent or Satisfactory Level of Performance
C (76–83%) Poor, Failing or Unsatisfactory Level of Performance
F (0–75%) Total
Introduction
25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing.
21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing.
19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic.
0–18 points /25
Change Plan Practice Question
(Steps 1–5)
50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified.
*Practice question is identified.
*Scope of the problem does not contain statistics to support the problem.
*Stakeholders are identified but not appropriate or missing key members.
*Team members are identified but not appropriate or missing key members.
38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent.
0–37 points /50
Change Plan Evidence
(Steps 6–10)
50 points Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is thorough and detailed.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence and is thorough.
46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is vague.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence but connection is vague.
42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague.
*Strength of evidence is not discussed.
*Recommendation for change is present but not weak connection to the evidence.
38–41 points Activities to achieve steps six through ten of change may be missing or absent.
*Less than four reliable sources are used.
*Summary of evidence is not present or missing important elements.
*Strength of evidence is missing.
*Recommendation for change lacks support from evidence.
0–37 points /50
Change Plan Translation
(Steps 11–18)
50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process:
Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan.
*Measurable outcomes and way to report results are discussed in detail.
*Plan for implementation is thoroughly discussed.
*Ways to communicate findings (internally and externally) are discussed.
46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process:
Translation.
*Action plan is developed with specific timeline in but some elements of the timeline are missing.
*Outcomes are present but not measurable. Ways to report results are discussed in detail.
*Plan for implementation is discussed.
*Communication of findings is present but does not address both internal and external ways.
42–45 points Activities to achieve the last steps of change are vague.
*Action plan is developed but timeline is missing.
*Outcomes are vague and not measurable. Ways to report results are discussed but not in detail.
*Plan for implementation is vague.
*Communication of findings is missing.
38–41 points Activities to achieve the last steps of change are vague or missing.
*Action plan is not well-developed or missing.
*Outcomes are vague or not present. Ways to report results are discussed but not in detail.
*Plan for implementation is not present.
*Communication of findings is missing.
0–37 points /50
Summary
25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described.
23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail.
21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear.
19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent.
0–18 points /25
APA formatting, scholarly writing
25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error.
23–25 points Two to three errors.
21–22 points Four to five errors.
19–20 points Multiple errors
0–18 points /25
Total Points /225
Reference:
Dearholt, S. L., &
Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and
Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link y
.our identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results.
Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes
What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?
Steps 17: Identify Next Steps
How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent?
Step 18: Disseminate Findings
How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)?
Conclusion
Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the three levels of change for the John Hopkins EBP process.
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link y
.our identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results.
Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes
What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders?
Steps 17: Identify Next Steps
How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent?
Step 18: Disseminate Findings
How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)?
Conclusion
Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the three levels of change for the John Hopkins EBP process.
References
Capstone Project:
Milestone #3: Educating the Staff (graded)
Capstone Project Milestone #3: Educating the Staff PowerPoint assignment is due by Sunday, 11:59 p.m. (MT). Guidelines for this milestone may be found in Doc Sharing.
Submit the assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions.
See the Syllabus section “Due Dates for Assignments & Exams” for due date information.
Capstone Project Milestone #3: Educating the Staff PowerPoint assignment is due by Sunday, 11:59 p.m. (MT). Guidelines for this milestone may be found in Doc Sharing.
Submit the assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions.
See the Syllabus section “Due Dates for Assignments & Exams” for due date information.
Capstone Project Milestone #3:
Educating Staff: Implementing Change Guidelines
Purpose
The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3)
CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7)
Due Date
Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6.
Points
Milestone #3 is worth 225 points.
Directions
1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project.
2. The format for this proposal will be a PowerPoint presentation.
3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides.
4. Below are the topics for the slides:
a. Title slide
b. Description of the change model used
c. PICO question—include the elements
d. Scope of the problem—use statistics
e. Your team/stakeholders
f. Evidence to support your need for change—from research
g. Action Plan
h. Timeline for the plan
i. The nurses role and responsibility in the pilot program
j. Procedure
k. Forms that will be used (if applicable)
l. Resources available to the staff—including yourself
m. Summary
n. References
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. Citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means choose peer-reviewed journals and credible websites.
Guidelines
• Application: Use Microsoft PowerPoint 2010.
• Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide).
• Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6.
• Late Submission: See the course policy on late submissions.
• Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.
Best Practices in Preparing a PowerPoint Presentation
The following are best practices in preparing this project.
1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs.
2. Be creative, but realistic with your intervention and evaluation tool.
3. Incorporate graphics, clip art, or photographs to increase interest.
4. Review directions thoroughly.
5. Cite all sources within the slide show with in-text citations, as well as a reference page.
6. Proofread prior to final submission.
7. Spell check for spelling and grammar errors prior to final submission.
8. Abide by the Chamberlain College of Nursing academic integrity policy.
Educating Staff: Implementing Change Guidelines
Purpose
The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3)
CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7)
Due Date
Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6.
Points
Milestone #3 is worth 225 points.
Directions
1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project.
2. The format for this proposal will be a PowerPoint presentation.
3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides.
4. Below are the topics for the slides:
a. Title slide
b. Description of the change model used
c. PICO question—include the elements
d. Scope of the problem—use statistics
e. Your team/stakeholders
f. Evidence to support your need for change—from research
g. Action Plan
h. Timeline for the plan
i. The nurses role and responsibility in the pilot program
j. Procedure
k. Forms that will be used (if applicable)
l. Resources available to the staff—including yourself
m. Summary
n. References
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. Citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means choose peer-reviewed journals and credible websites.
Guidelines
• Application: Use Microsoft PowerPoint 2010.
• Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide).
• Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6.
• Late Submission: See the course policy on late submissions.
• Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.
Best Practices in Preparing a PowerPoint Presentation
The following are best practices in preparing this project.
1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs.
2. Be creative, but realistic with your intervention and evaluation tool.
3. Incorporate graphics, clip art, or photographs to increase interest.
4. Review directions thoroughly.
5. Cite all sources within the slide show with in-text citations, as well as a reference page.
6. Proofread prior to final submission.
7. Spell check for spelling and grammar errors prior to final submission.
8. Abide by the Chamberlain College of Nursing academic integrity policy.
Grading Criteria:
Educating Staff: Implementing Change
Category Points % Description
The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen.
The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource).
The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate.
The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise.
Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals.
Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check.
Total 225 points 100%
Grading Rubric: Educating the staff Milestone #3
Criteria A
(92–100%)
Outstanding or highest level of performance B
(84–91%)
Very good or high level of performance C
(76–83%)
Competent or satisfactory level of performance F
(0–75%)
Poor or failing or unsatisfactory level of performance Pts
The Problem
30 points * Summary of change model discussed
(1 slide)
* PICO question including elements (1 slide)
* Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides)
* Team and stakeholders and their role/reason chosen
(1 slide)
(28–30 points) * One of the four elements was not thorough or did not include all appropriate elements.
(25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements.
(23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements.
(0–22 points) /30
The Evidence
40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource).
(3–4 slides)
(37–40 points) Four sources are discussed but evidence is not synthesized into themes learned.
(34–36 points) Four sources are discussed but evidence is not synthesized or summarized.
(30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent.
(0–29 points) /40
The Plan
40 points * Plan of action described. Important elements are discussed and logical.
(1-2 slide)
* Timeline is thorough and contains all elements. Timeline is logical and appropriate.
(1 slide)
(37–40 points) *Plan of action described but not all important elements included.OR
* Timeline is present but doesn’t contain all elements.
(34–36 points) *Plan of action described but not all important elements included.AND
* Timeline is present but doesn’t contain all elements.
(30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical.
(0–29 points) /40
The Nurse’s Role
30 points * The nurse’s role in the pilot plan is described and clear.
(1 slide)
* Procedures for the pilot plan are clear and concise.
(2-3 slides)
(28–30 points) * The nurses’ role is describes but not clear.
OR
* Procedures are discussed but not clear.
(25–27 points) * The nurses’ role is describes but not clear.
AND
* Procedures are discussed but not clear.
(23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete.
(0–22 points) /30
Resources
20 points * Form for tracking the outcomes is included.
(1 slide)
* Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
(1 slide)
(18–20 points) * Form for tracking outcomes included.
*At least three resources are included but the resources were not the best available resources.
(16–17 points) * Form for tracking outcomes included but was not well-developed.
*At least three resources are included but the resources were not the best available resources.
(15 points) * Form for tracking outcomes either absent or not well-developed.
* Less than three appropriate and helpful resources were given.
(0–14 points) /20
Summary
10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides)
(9–10 points) Summary does not clearly reiterate the problem OR purpose.
(8 points) Lacks reiteration of problem AND purpose.
(7 points) Summary slide not present or incomplete.
(0–6 points) /10
Overall presentation
25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
(23–25 points) Presentation is accurate and covers most elements but lacks creativity.
(21–22 points) Presentation lacks flow and creativity or is difficult to follow.
(19–20 points) Presentation lacks any attempt at organization and comes across as chaotic.
(0–18 points) /25
Mechanics
30 points Includes title slide (3 points)
Grammar, punctuation, and sentence structure are correct.
(9 points)
References properly cited within the paper.
(6 points)
Reference page includes all citations.
(6 points)
Evidence of spell and grammar check.
(6 points)
(28–30 total points) Title slide incomplete
Minimal errors in grammar, punctuation, and/or sentence structure noted.
Citations are present but not correct format.
References are present, with minimal errors in format.
(25–27 points) Missing title slide
Multiple grammar and punctuation errors noted.
(23–24 points) Title slide and citations are missing.
References are missing or incomplete.
No evidence of proof-reading prior to submitting paper.
(0–2 points) /30
Total points: /225
Reference:
Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines(2nd ed.).Indianapolis, IN: Sigma Theta Tau International.
Category Points % Description
The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen.
The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource).
The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate.
The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise.
Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals.
Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check.
Total 225 points 100%
Grading Rubric: Educating the staff Milestone #3
Criteria A
(92–100%)
Outstanding or highest level of performance B
(84–91%)
Very good or high level of performance C
(76–83%)
Competent or satisfactory level of performance F
(0–75%)
Poor or failing or unsatisfactory level of performance Pts
The Problem
30 points * Summary of change model discussed
(1 slide)
* PICO question including elements (1 slide)
* Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides)
* Team and stakeholders and their role/reason chosen
(1 slide)
(28–30 points) * One of the four elements was not thorough or did not include all appropriate elements.
(25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements.
(23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements.
(0–22 points) /30
The Evidence
40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource).
(3–4 slides)
(37–40 points) Four sources are discussed but evidence is not synthesized into themes learned.
(34–36 points) Four sources are discussed but evidence is not synthesized or summarized.
(30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent.
(0–29 points) /40
The Plan
40 points * Plan of action described. Important elements are discussed and logical.
(1-2 slide)
* Timeline is thorough and contains all elements. Timeline is logical and appropriate.
(1 slide)
(37–40 points) *Plan of action described but not all important elements included.OR
* Timeline is present but doesn’t contain all elements.
(34–36 points) *Plan of action described but not all important elements included.AND
* Timeline is present but doesn’t contain all elements.
(30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical.
(0–29 points) /40
The Nurse’s Role
30 points * The nurse’s role in the pilot plan is described and clear.
(1 slide)
* Procedures for the pilot plan are clear and concise.
(2-3 slides)
(28–30 points) * The nurses’ role is describes but not clear.
OR
* Procedures are discussed but not clear.
(25–27 points) * The nurses’ role is describes but not clear.
AND
* Procedures are discussed but not clear.
(23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete.
(0–22 points) /30
Resources
20 points * Form for tracking the outcomes is included.
(1 slide)
* Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
(1 slide)
(18–20 points) * Form for tracking outcomes included.
*At least three resources are included but the resources were not the best available resources.
(16–17 points) * Form for tracking outcomes included but was not well-developed.
*At least three resources are included but the resources were not the best available resources.
(15 points) * Form for tracking outcomes either absent or not well-developed.
* Less than three appropriate and helpful resources were given.
(0–14 points) /20
Summary
10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides)
(9–10 points) Summary does not clearly reiterate the problem OR purpose.
(8 points) Lacks reiteration of problem AND purpose.
(7 points) Summary slide not present or incomplete.
(0–6 points) /10
Overall presentation
25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
(23–25 points) Presentation is accurate and covers most elements but lacks creativity.
(21–22 points) Presentation lacks flow and creativity or is difficult to follow.
(19–20 points) Presentation lacks any attempt at organization and comes across as chaotic.
(0–18 points) /25
Mechanics
30 points Includes title slide (3 points)
Grammar, punctuation, and sentence structure are correct.
(9 points)
References properly cited within the paper.
(6 points)
Reference page includes all citations.
(6 points)
Evidence of spell and grammar check.
(6 points)
(28–30 total points) Title slide incomplete
Minimal errors in grammar, punctuation, and/or sentence structure noted.
Citations are present but not correct format.
References are present, with minimal errors in format.
(25–27 points) Missing title slide
Multiple grammar and punctuation errors noted.
(23–24 points) Title slide and citations are missing.
References are missing or incomplete.
No evidence of proof-reading prior to submitting paper.
(0–2 points) /30
Total points: /225
Reference:
Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines(2nd ed.).Indianapolis, IN: Sigma Theta Tau International.
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