NR452 CAPSTONE COURSE
\nCapstone Evidence-based Paper Guidelines
\nPURPOSE
\nIn this final assignment of the Capstone course, the student will use skills of inquiry gained in the
\nbaccalaureate nursing program to identify a clinical issue upon which nurses have the ability to resolve or
\nhave a positive impact. With a focus on the diversity of the individual as well as the variation of cultural
\nvalues of a particular population, the student will develop a plan for addressing the clinical issue. With the
\nincorporation of other disciplines from the health care team the student will describe the role the nurse
\nhas in the implementation of an ethically sound plan.
\nCOURSE OUTCOMES
\nThis assignment enables the student to meet the following course outcomes.
\n\uf0b7 CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the
\nneeds of humans as consumers of healthcare in a patient-centered environment. (PO#1)
\n\uf0b7 CO # 2: Integrate communication and relationship skills in teamwork and collaboration
\nfunctioning effectively with health team members and consumers of care. (PO#3)
\n\uf0b7 CO # 3: Utilize information technology to manage knowledge, mitigate error, and support
\ndecision making with health team members and consumers of care. (PO# 8)
\n\uf0b7 CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical
\nexpertise, and patient\/family preferences\/valuesin the implementation of the nursing
\nprocess. (PO# 4)
\n\uf0b7 CO # 5: Explore the impact of professional standards, legislative issues, ethical principles,
\nand values on professional nursing, using data to monitor outcomes and improve quality
\nand safety. (PO# 5, 6)
\nDUE DATE
\nUnless otherwise instructed by the faculty, this assignment is due to be submitted in the course drop box no
\nlater the 12 am (midnight) on the Sunday at the end of Unit 6. The College\u2019s Late Assignment Policy applies to
\nthis activity.
\nTOTAL POINTS POSSIBLE
\n200 points
\nREQUIREMENTS
\n\u2022 When selecting a clinical issue to be addressed in the assignment, the student is expected to
\ndraw from one of the four main categories of the NCLEX-RN examination blueprint: assurance
\nof a safe and effective care environment, health promotion and maintenance of health, the
\npreservation of the patient\u2019s psychosocial integrity and physiological integrity.
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 1
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 2
\n\u2022 Length of paper 8-10 pages excluding the title page and the reference page.
\n\u2022 The sources cited both in text and on the reference page for this assignment will be formatted
\naccording Help write my thesis – APA guidelines.
\n\u2022 A minimum of six (6) peer-reviewed scholarly sources are required in support of the Evidencebased Capstone Evidence-based Paper.
\n\u2022 This assignment will be graded using the Capstone Evidence- based Paper Rubric available in Unit 6
\nof the course.
\nPREPARING THE ASSIGNMENT
\nThe student will be required to:
\n\uf0b7 Produce an 8-10 page evidence-based paper addressing a significant clinical issue
\n\uf0b7 Identify and explore a solution to a clinical issue
\n\uf0b7 Gather additional background information on:
\no the clinical issue
\no the patient population
\n\uf0b7 Develop a plan that could be carried out by a nurse to resolve the clinical issue.
\n\uf0b7 Reflect on the knowledge and experience gained in the nursing program
\n\uf0b7 Draw from one of the four main categories of the NCLEX-RN examination blueprint
\no assurance of a safe and effective care environment,
\no health promotion and maintenance of health,
\no preservation of the patient\u2019s psychosocial
\no preservation of the patient\u2019s physiological integrity
\nWith the exception of the Introduction, each criterion listed below will serve as the major headings of this
\nassignment due in Unit Six and will include the following:
\n\u2022 Title Page: (Help write my thesis – APA formatting)
\n\u2022 Introduction:
\n\u2022 Offers a detailed description of the statement of purpose for the paper.
\n\u2022 Identifies a clinical issue or problem drawn from one of the four main categories of the NCLEX-RN
\nexamination blueprint:
\no Assurance of a safe and effective care environment
\no Health promotion and maintenance of health
\no Preservation of the patient population\u2019s psychosocial integrity
\no Preservation of the patient population \u2019s physiological integrity
\n\u2022 In this paper the student will provide a detailed description of the relationship between the category
\nfrom the NCLEX-RN examination blueprint and the clinical issue.
\n\u2022 The reference to the NCLEX-RN examination blueprint found at the National Council of State Boards
\nof Nursing website constitutes one scholarly reference.
\n\u2022 Importance: The student will describe the importance of the clinical issue to the health of a patient
\npopulation. This discussion will include the potential negative effect of leaving the clinical issue
\nunresolved.
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 3
\n\uf0b7 Patient Population: The student will describe the patient population that is impacted by the clinical
\nissue. With a focus on the diversity of the human condition found within this patient population, the
\nstudent will describe the influence that cultural values may have on the proposed solution.
\n\uf0b7 Proposed Solution: The student will set the stage for proposing the best solution to the clinical problem
\nby using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In
\nthis paper, the student will:
\ni. Propose a clear solution to the clinical problem that is supported by a minimum of
\nthree scholarly, peer-reviewed journal articles.
\nii. Expand on the ethical considerations when developing the plan.
\n\uf0b7 Goals: While the intervention will not actually be carried out, the student will discuss the plan that could
\nbe implemented by a nurse to address the clinical issue. One short-term and one long-term goal of the
\nintervention will be identified. The student will include a description of how attainment of each of the
\ngoals would be measured.
\n\uf0b7 Barriers: The student will identify a minimum of two potential barriers to the success of the plan as well
\nas a strategy for addressing each one.
\n\uf0b7 Benefits: The student will describe a minimum of one benefit to the patient population and one benefit
\nto the nursing profession that will result from carrying out the plan. Provides a minimum of one
\nscholarly, peer-reviewed source in support of the benefit of the plan to the patient population.
\n\uf0b7 Participants and Interdisciplinary Approach: The student will identify all of the parties whose
\nparticipation is important for the success of implementing the plan.
\ni. This list will include a minimum of two members of disciplines outside of nursing.
\nii. A description of the benefit of including each member from another discipline to the success
\nof the plan.
\niii. A minimum of one scholarly, peer-reviewed source providing support for the success of the
\nplan by including the healthcare team member outside of nursing.
\n\u2022 Conclusion:
\ni. Provides a thorough recap of the purpose of the plan to prevent or help to resolve the clinical
\nissue.
\nii. Includes a complete statement describing why addressing this clinical problem matters and to
\nwhom.
\n\u2022 Reference Page: (Help write my thesis – APA formatting)
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 4
\nDIRECTIONS AND ASSIGNMENT CRITERIA
\nAssignment
\nCriteria
\nPoints % Description
\nIntroduction 20 10% \uf0b7 Introduces a clinical problem drawn from one of the four main
\ncategories of the NCLEX-RN examination blueprint:
\n\uf0b7 Assurance of a safe and effective care environment.
\n\uf0b7 Health promotion and maintenance of health.
\n\uf0b7 Preservation of the patient\u2019s psychosocial integrity.
\n\uf0b7 Preservation of the patient\u2019s physiological integrity.
\n\uf0a7 This reference appropriately cites the NCLEX-RN
\nexamination blueprint found at the National Council of
\nState Boards of Nursing website and constitutes one
\nscholarly reference.
\nImportance 20 10% \uf0b7 Describes the importance of the clinical problem to the health
\nof the patient population.
\n\uf0b7 Includes the potential negative effect of leaving the clinical
\nissue unresolved.
\nPatient
\nPopulation
\n20 10% \uf0b7 Summarizes the diversity of the human condition found
\nwithin the patient population.
\n\uf0b7 Identifies the influence that cultural values may have on the
\nplan for addressing the clinical issue.
\nProposed
\nSolution
\n20 10% \uf0b7 Proposes a clear solution to the clinical problem that is
\nsupported by a minimum of three scholarly, peer-reviewed
\nsources.
\n\uf0b7 Expands on the ethical considerations in developing the plan
\nfor addressing the issue affecting patient population.
\nGoals 20 10% \uf0b7 Develops a minimum of one short-term goal.
\n\uf0b7 Develops a minimum of one long-term goal.
\n\uf0b7 Includes the ways in which attainment of each of the goals
\nwill to be measured.
\nBarriers 20 10% \uf0b7 Identifies a minimum of two anticipated barriers to the
\nsuccess of preventing or resolving the clinical issue.
\n\uf0b7 Describes at least one strategy for addressing each
\nanticipated barrier.
\nBenefits 20 10% \uf0b7 Describes a minimum of one benefit to the patient
\npopulation and one benefit to the nursing profession that
\nwill result from preventing or resolving the clinical issue.
\n\uf0b7 Provides a minimum of one scholarly, peer-reviewed source
\nin support of the benefit of the plan to the patient
\npopulation.
\nParticipants and
\nInterdisciplinary
\nApproach
\n20 10% \uf0b7 Identifies all of the parties who will be involved in the
\nimplementation of the clinical project.
\n\uf0b7 This list includes a minimum of two members of a discipline
\noutside of nursing.
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 5
\n\uf0b7 Includes the benefit of including each member from another
\ndiscipline to the success of the project.
\n\uf0b7 Provides a minimum of one scholarly, peer-reviewed source
\nin support of the success of the plan by including the
\nhealthcare team member outside of nursing.
\nConclusion 20 10% \uf0b7 Provides a thorough recap of the purpose of the plan to
\nprevent or help to resolve the clinical issue.
\n\uf0b7 Includes a complete statement describing why addressing
\nthe clinical problem matters and to whom
\nHelp write my thesis – APA Format,
\nGrammar and
\nPunctuation
\n20 10% \u2022 Uses clear and correct grammar.
\n\u2022 Uses proper sentence structure and flow.
\n\u2022 Adheres to all Help write my thesis – APA formatting guidelines for title page,
\nmargins, and in-text citations.
\nTotal Points = 200 Points Earned = _____
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 6
\nGRADING RUBRIC
\nAssignment
\nCriteria
\nOutstanding or Highest
\nLevel of Performance
\nA (92\u2013100%)
\nVery Good or High Level of
\nPerformance
\nB (84\u201391%)
\nCompetent or Satisfactory
\nLevel of Performance
\nC (76\u201383%)
\nPoor, Failing or
\nUnsatisfactory Level of
\nPerformance
\nF (0\u201375%)
\nIntroduction
\n(20 points)
\nCompletely sets the stage for
\nselecting the clinical issue in
\nterms of the impact on the
\nhealth of a patient population.
\nOffers a detailed description of
\nthe statement of purpose for
\nthe paper while introducing a
\nclinical problem drawn from
\none of the four main categories
\nof the NCLEX-RN examination
\nblueprint which is
\nappropriately cited.
\n19-20 points
\nPartially sets the stage for
\nselecting the clinical issue in
\nterms of the impact on the
\nhealth of a patient population.
\nIdentifies most but not all of
\nthe details describing the
\nstatement of purpose for the
\npaper while introducing a
\nclinical problem drawn from
\none of the four main
\ncategories of the NCLEX-RN
\nexamination blueprint which is
\nappropriately cited.
\n17-18 points
\nMinimally addresses the
\nclinical issue in terms of the
\nimpact on the health of a
\npatient population. Describes
\nin general terms the statement
\nof purpose for the paper but
\ndoes not introduce a clinical
\nproblem drawn from one of
\nthe four main categories of the
\nNCLEX-RN examination
\nblueprint.
\n16 points
\nProvides a description of the
\npurpose of the paper but does
\nnot address the clinical issue in
\nterms of the impact on the
\nhealth of a patient population.
\nDoes not introduce a clinical
\nproblem drawn from one of
\nthe four main categories of the
\nNCLEX-RN examination
\nblueprint
\n0-15 points
\nImportance
\n(20 points)
\nCompletely describes the
\nimportance of the clinical
\nproblem to the health of the
\npatient population and
\nincludes the potential negative
\neffect of leaving the clinical
\nissue unresolved.
\n19-20 points
\nPartially describes the
\nimportance of the clinical
\nproblem to the health of the
\npatient population with partial
\ninclusion of the potential
\nnegative effect of leaving the
\nclinical issue unresolved.
\n17-18 points
\nMinimally describes the
\nimportance of the clinical
\nproblem to the health of the
\npatient population with
\nminimal inclusion of the
\npotential negative effect of
\nleaving the clinical issue
\nunresolved.
\n16 points
\nProvides minimal or no
\ndescription of the importance
\nof the clinical problem to the
\nhealth of the patient
\npopulation and\/or the
\npotential negative effect of
\nleaving the clinical issue
\nunresolved.
\n0-15 points
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 7
\nPatient Population
\n(20 points)
\nClearly summarizes the
\ndiversity of the human
\ncondition found within the
\npatient population. Completely
\nidentifies the influence that
\ncultural values may have on
\nthe plan for addressing the
\nclinical issue in the patient
\npopulation. Provides an
\nexpanded view of the ethical
\nconsiderations of the patient
\npopulation.
\n19-20 points
\nPartially summarizes the
\ndiversity of the human
\ncondition found within the
\npatient population. Provides
\nlimited identification of the
\ninfluence that cultural values
\nmay have on the plan for
\naddressing the clinical issue in
\nthe patient population.
\nPresents an incomplete view of
\nthe ethical considerations of
\nthe patient population.
\n17-18 points
\nMinimally summarizes the
\ndiversity of the human
\ncondition found within the
\npatient population. Provides
\nmarginal identification of the
\ninfluence that cultural values
\nmay have on the plan for
\naddressing the clinical issue in
\nthe patient population.
\nPresents an inadequate view of
\nthe ethical considerations of
\nthe patient population.
\n16 points
\nSummary of the diversity of
\nthe human condition found
\nwithin the patient population
\nmissing. Identification of the
\ninfluence that cultural values
\nmay have on the plan for
\naddressing the clinical issue in
\nthe patient population
\nIdentification of patient
\npopulation missing completely
\nor lacking in description.
\n0-15 points
\nProposed Solution
\n(20 points)
\nProposes a clear solution to
\nthe clinical problem that
\nencompasses pertinent ethical
\nconsiderations in the
\ndevelopment of the plan.
\nAppropriately supported by a
\nminimum of three scholarly,
\npeer-reviewed journal articles.
\n19-20 points
\nProposes a solution to the
\nclinical problem that provides
\nminimal reference to the
\nethical considerations of
\ndeveloping the plan.
\nAppropriately supported by
\ntwo scholarly, peer-reviewed
\njournal articles.
\n17-18 points
\nAttempts to propose a solution
\nto the clinical problem that
\ndoes not provide reference to
\nthe ethical considerations of
\ndeveloping the plan.
\nAppropriately supported by
\none scholarly, peer-reviewed
\njournal article.
\n16 points
\nMakes reference to a solution
\nto the clinical problem without
\nreference to the ethical
\nconsiderations of developing
\nthe plan and is not
\nappropriately supported by
\nscholarly, peer-reviewed
\njournal articles.
\n0-15 points
\nGoals
\n(20 points)
\nDevelops one or more shortterm goal and one or more
\nlong-term goal. Includes a
\ncomplete description of the
\nways in which attainment of
\neach of the goals will be
\nmeasured.
\n19-20 points
\nProvides a partial description
\nof one short-term goal and one
\nlong-term goal. Includes a
\npartial description of the ways
\nin which attainment of each of
\nthe goals will be measured.
\n17-18 points
\nProvides a minimal description
\nof one short-term goal and one
\nlong-term goal. Includes a
\nlimited description of the ways
\nin which attainment of each of
\nthe goals will be measured.
\n16 points
\nMakes reference to a shortterm goal and at least one
\nlong-term goal but neglects to
\nprovide a description of the
\nways in which attainment of
\neach of the goals will be
\nmeasured.
\n0-15 points
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 8
\nBarriers
\n(20 points)
\nCompletely describes
\nminimum of two anticipated
\nbarriers to the success of the
\nimplementation of the clinical
\nproject and plans for
\naddressing them.
\n19-20 points
\nPartially describes one
\nanticipated barrier to the
\nsuccess of the implementation
\nof the clinical project and plans
\nfor addressing same.
\n17-18 points
\nProvides a minimal description
\nof anticipated barriers to the
\nsuccess of the implementation
\nof the clinical project and
\nminimal or missing plans for
\naddressing them.
\n16 points
\nLittle or no reference to the
\nanticipated barriers to the
\nsuccess of the implementation
\nof the clinical project and plans
\nfor addressing them.
\n0-15 points
\nBenefits
\n(20 points)
\nProvides a thorough
\ndescription of a minimum of
\none benefit to the patient
\npopulation and one or more
\nbenefit to the nursing
\nprofession that will result from
\ncarrying out the clinical
\nproject. Provides one or more
\nscholarly, peer-reviewed
\nsource in support of the
\nbenefit of the plan to the
\npatient population.
\n19-20 points
\nProvides a partial overview of
\none benefit to the patient
\npopulation and one benefit to
\nthe nursing profession that will
\nresult from carrying out the
\nclinical project. Provides one
\nscholarly, peer-reviewed
\nsource in support of the
\nbenefit of the plan to the
\npatient population.
\n17-18 points
\nProvides a minimal overview of
\nbenefit to the patient
\npopulation and benefit to the
\nnursing profession that will
\nresult from carrying out the
\nclinical project. Provides one
\nreference for support of the
\nbenefit of the plan to the
\npatient population.
\n16 points
\nFails to provide an overview of
\nbenefit to the patient
\npopulation and to the nursing
\nprofession that will result from
\ncarrying out the clinical
\nproject. Does not provide a
\nreference in support of the
\nbenefit of the plan to the
\npatient population.
\n0-15 points
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 9
\nParticipants and
\nInterdisciplinary
\nApproach
\n(20 points)
\nProvides complete details
\nidentifying all of the parties
\nwho will be involved in the
\nimplementation of the clinical
\nproject. This list includes two
\nor more members of a
\ndiscipline outside of nursing.
\nProvides a complete
\ndescription of the benefit of
\nincluding each member from a
\ndiscipline outside of nursing to
\nthe success of the project.
\nProvides a one or more
\nscholarly, peer-reviewed
\nsource in support of the
\nsuccess of the plan by
\nincluding the healthcare team
\nmember outside of nursing.
\n19-20 points
\nProvides partial details
\nidentifying all of the parties
\nwho will be involved in the
\nimplementation of the clinical
\nproject. This list includes at
\nleast one member of a
\ndiscipline outside of nursing.
\nProvides a partial description
\nof the benefit of including each
\nmember from a discipline
\noutside of nursing to the
\nsuccess of the project.
\nProvides a minimum of one
\nscholarly, peer-reviewed
\nsource in support of the
\nsuccess of the plan by
\nincluding the healthcare team
\nmember outside of nursing.
\n17-18 points
\nMinimally details the parties
\nwho will be involved in the
\nimplementation of the clinical
\nproject. May or may not
\ninclude a member of a
\ndiscipline outside of nursing.
\nProvides a minimal description
\nof the benefit of including each
\nmember from a discipline
\noutside of nursing to the
\nsuccess of the project.
\nProvides one reference in
\nsupport of the success of the
\nplan by including the
\nhealthcare team member
\noutside of nursing.
\n16 points
\nMinimal or missing details of
\nthe parties who will be
\ninvolved in the implementation
\nof the clinical project. Does not
\ninclude a member of a
\ndiscipline outside of nursing.
\nMissing a description of the
\nbenefit of including members
\nfrom a discipline outside of
\nnursing to the success of the
\nproject. Does not provide a
\nreference in support of the
\nsuccess of the plan by
\nincluding the healthcare team
\nmember outside of nursing.
\n0-15 points
\nConclusion
\n(20 points)
\nProvides a thorough recap of
\nthe purpose of the plan to
\nprevent or help to resolve the
\nclinical issue including a
\ncomplete statement describing
\nwhy addressing this clinical
\nproblem matters and to whom.
\n19-20 points
\nProvides a partial recap of the
\npurpose of plan to prevent or
\nhelp to resolve the clinical
\nissue including a partial
\nstatement describing why
\naddressing this clinical problem
\nmatters and to whom.
\n17-18 points
\nPartially provides a minimal
\nrecap of the plan to prevent or
\nhelp to resolve the clinical
\nissue including a minimal
\nstatement describing why
\naddressing this clinical problem
\nmatters and to whom.
\n16 points
\nMinimal or missing recap of the
\nplan to prevent or help to
\nresolve the clinical issue lacking
\na statement describing why
\naddressing this clinical problem
\nmatters and to whom.
\n0-15 points
\nNR452 CAPSTONE COURSE
\nNR452 Evidence-based Project Guidelines V4.docx Revised May2020 SRK 10
\nHelp write my thesis – APA Format,
\nGrammar and
\nPunctuation (20
\npoints)
\nHelp write my thesis – APA format is used accurately
\nand consistently in the paper,
\non the title page, in-text
\ncitations, and\/or the
\nReference page. No errors in
\ngrammar or punctuation.
\n19-20 points
\nHelp write my thesis – APA formatting is used
\nwith1-2 errors, on the title
\npage, in-text citations, and\/or
\nthe Reference page. Less
\nthan 2 errors in grammar or
\npunctuation.
\n17-18 points
\nNo more than 3-5 errors in
\nHelp write my thesis – APA formatting in the paper,
\non the title page, in-text
\ncitations, and the Reference
\npage. No more than 3-5 errors
\nin grammar or punctuation.
\n16 points
\nMore than 5 errors in Help write my thesis – APA
\nformatting in the paper, on the
\ntitle page, in-text citations,
\nand\/or the Reference page.
\nMore than 5 errors in grammar
\nor punctuation.
\n0-15 points
\nTotal Points Possible = 200 points<\/p>\n","protected":false},"excerpt":{"rendered":"
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