Devry NR451 All Weeks Discussion and Milestone Entire Course
Follow Below Link to Download Tutorial https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entirecourse/
For More Information Visit Our Website (
https://homeworklance.com/
)
Email us At: Support@homeworklance.com or lancehomework@gmail.com
Devry NR451 All Weeks Discussion and Milestone Entire Course 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: Practice Issue and Evidence Summary Worksheets
1. 2. 3. 4.
Directions Refer to the guidelines for specific details on how to complete this assignment. Type your answers directly into the worksheets below. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT. 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 What is the Practice Issue?
Define the scope of the Practice Issue:
What is the practice area? _
__ ___
___ (list)_________________________________
How was the practice issue identified? ___ Describe the rationale for your checked selections:
What evidence must be gathered? (Check all that apply)
Describe the rationale for your checked selections:
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:
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: Identify the objectives of the article.
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.
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.
Capstone Project Milestone 1: Practice Issue and Evidence Summary Grading Grid Evidence Summary Grading Grid Assignment A (100%) B (88%) Criteria Exceptional Exceeds Outstanding or
C (80%)
NI (38%)
F (0%)
Meets
Needs Improvement Poor or failing
Developing
Very good or high Competent or
Unsatisfactory level
highest level of performance Practice Issue Worksheet
level of performance
Practice Issue is Practice issue is identified but is identified. not clear. Practice issue statement, scope of practice, practice area 20 points
Practice issue identification, rationale for selections
Practice issue is Practice issue is an independent an independent nursing decision. nursing decision. Scope of practice Scope of practice issue is fully issue is described described. in simple terms. Practice area Practice area identified. identified. 20 points ☒ 18 points ☐
Documents how Documents how the practice issue the practice issue was identified. was identified. Rationale for responses is logical and described thoroughly. 35 points ☒
level of performance
of performance
Practice Issue is identified but is not Practice Issue is clearly related to a unclear. Practice Issue is not nursing practice issue. Practice Issue is identified; practice issue is not an Practice Issue is not an not an independent nursing independent nursing independent decision. nursing decision. decision; scope of practice issue is not Scope of practice issue Scope of is described but is not practice issue is described; practice logical in comparison to not described. area is not identified. Practice Issue Practice area 0 points ☐ described. identified. Practice area identified. 8 points ☐ 16 points ☐ Vaguely describes how the practice Does not document Documents how the issue was how the practice practice issue was identified. issue was identified. identified.
Rationale for Rationale for responses responses is is somewhat logical somewhat 35 points and vaguely described. logical and 30 points ☐ vaguely described. 15 points ☐ Vaguely describes how Documents how Documents how the practice the practice issue Documents how the the practice issue issue was Practice issue was identified. practice issue was was identified. identified. identification, identified. Rationale for rationale for Rationale for Rationale for responses is Rationale for responses selections responses is responses is logical and is somewhat logical logical and briefly somewhat 20 points described and vaguely described. described. logical and thoroughly. 30 points ☐ 33 points ☐ vaguely 35 points ☒ described. 15 points ☐ Evidence Summary Worksheet Practice Problem
Rationale for responses is logical and briefly described. 33 points ☐
satisfactory level of performance
Rationale is not completed. This section of the form is blank. 0 points ☐
Does not document how the practice issue was identified. Rationale is not completed. This section of the form is blank. 0 points ☐
-Practice problem -Practice problem -Practice problem is in -Practice problem -Practice problem is is in own words, is in own words, own words, with is in own words,
10 points
Source of evidence 20 points
Objectives of the article/ Statement of questions 20 points
with reference to the population of with reference to with reference to not in own words reference to the interest. the population of the population of population of interest. -There are no interest. interest. -Setting of the references to the -Setting of the problem is -Setting of the -Setting of the population of problem is not identified problem is not problem is not interest. discussed. -Magnitude of discussed. discussed. -Setting and -Magnitude of problem is -Magnitude of -Magnitude of magnitude of problem is not discussed. problem is problem is not problem is not discussed. -The practice discussed. discussed. discussed -The practice issue is issue is stated in -The practice issue -The practice issue -The practice issue stated in measurable measurable is stated in is stated but not is not stated in terms. terms. measurable terms. measurable. measurable terms. Met 2 out of 4 Met all Met 3 out of 4 Met only 1 out of Did not meet any objectives objectives as objectives 4 objectives objectives 8 points ☐ stated above 9 points ☐ 4 points ☐ 0 points ☐ 10 points ☒ -Source of -Source of -Source of evidence is evidence is -Source of evidence is evidence is not nursing topic. nursing topic. nursing topic. nursing topic. -Source of evidence is not nursing topic -Source is a -Source is a -Source is not a -Source is a Systematic Systematic Review Systematic Review Systematic Review or Systematic Review article. Review article. article. article. article. -Search terms -Search terms are -Search terms are are identified. identified. identified. -Complete -Complete -Complete reference reference is given reference is not is not given for for Systematic given for Systematic Review Review article. Systematic Review article. Met all 4 article. Met only 2 out of 2 objectives as Met 3 out of 4 objectives above objectives 16 points ☐ 20 points ☒ 18 points ☐ -Objectives of -Objectives of article are article are -Objectives of article identified. identified. are identified. -Questions being addressed by author/s are thorough. -Relationship to your practice issue is explained. 20 points ☒
-Search terms are -Search terms are not identified. not identified. -Complete -Reference is reference is not missing. given for No objectives Systematic Review were met. article. 0 points ☐ Met only 1 out of 4 objectives 8 points ☐ -Objectives of article are identified.
-Objectives of article are not identified.
-Questions being -Questions being -Questions being addressed by addressed by author/s addressed by -Questions being author/s are are not thorough. author/s is addressed in article explained but not -Relationship to your missing. and relationship to thorough. practice issue is -Relationship to own practice is not -Relationship to vague. your practice issue identified. your practice issue 16 points ☐ is not explained. 0 points ☐ is explained. 8 points ☐ 18 points ☐
-Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.
-Briefly summarized (in -Vaguely summarized their own words) (in their own words) the interventions the interventions the the author(s) author(s) suggest to suggest to improve improve patient patient outcomes. outcomes.
-Summary of the -Summary of interventions the interventions is not author(s) suggest to in own words. improve patient outcomes is -Summarized main missing. Interventions/ findings of the Main findings -Briefly author/s is not -Summary of the summary -Thoroughly -Vaguely summarized summarized main apparent. main findings of the summarized main main findings of the 30 points findings of the -Did not include author is missing. findings of the author/s. author/s. strength of -The strength of the author/s. -Included strength of -Included strength evidence for any of evidence for -Included evidence for most of of evidence for the main outcome. outcomes are strength of main outcomes. each main 12 points ☐ missing. evidence for each 25 points ☐ outcome. 0 points ☐ main outcome. 27 points ☐ 30 points ☒ -Outline of evidence-based -Outline of -Outline of solutions evidence-based -Outline of evidence- evidence-based considered for solutions being based solutions solutions being project is considered for considered for project considered for documented and project is -Outline of is documented but not project is not clear. documented but evidence-based Evidence-based clear. documented. not clear. solutions, limitations solutions and Discussed any Discussed most -Discussed most of studies and limitations limitations to the Discussed any limitations to the limitations to the potential impact to studies limitations to the 20 points studies performed. studies performed. project is missing. performed. studies performed. Documents limitations Documents Documents Documents 0 points ☐ believed may impact limitations believed limitations limitations believed use in project. may impact use in believed may may impact use in 16 points ☐ project. impact use in project. 8 points ☐ project. 18 points ☐ 20 points ☒ Comments: You did great job on this assignment. 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___ 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 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 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. 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 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.