NRS 493 Benchmark Capstone Project Change Proposal is a nursing assignment that expects students to demonstrate synthesis and integration of course content with their professional practice. In this task, students work with their preceptor to recognize a clinically NRS 493 Benchmark Capstone Project Change Proposal change theory and nursing practice intervention.
Use a GCU Library database to find scholarly articles that address your nursing capstone project question. Follow the guidelines for scholarly writing as described in the APA Style Guide, located in the Student Success Center.
Review the Relegated Readings
NRS 493 requires students to identify an area of health care practice that warrants a change and develop a capstone project proposal. The literature review lays the foundation for this project by helping students identify a gap in evidence that supports their identified topic and identifies the question they will use to conduct their research.
Central line-associated nrs 493 capstone project change proposal presentation infections (CLABSI) are one of the most common hospital-acquired infections and remain a significant source of morbidity and mortality worldwide. The goal of this clinical practicum is to work toward achieving zero CLABSI.
In this assignment, students will complete a literature review of eight research articles that have been delegated to them. They will compare the studies using Melnyk and Fineout-Overholt's (2011) rapid critical appraisal tools to determine the level of evidence, how well the study was conducted, and whether or not the results are clinically relevant. Each article will be reviewed for a PICOT question developed earlier in the course.
Identify a Clinically Relevant Issue
Identify and articulate a clinically relevant nursing issue, intervention, quality initiative, or educational need specific to your clinical environment. This is an opportunity to showcase your ability to apply the research methodologies you learned in Topics 1, 2, and 3.
Discuss with your preceptor a potential topic for your capstone project change proposal. Then, conduct a search of GCU Library databases to find scholarly articles related to the topic. Using the PICOT format (patient/issue, intervention, comparison, outcome) when NRS 493 Individual Success Plan will help you narrow down your search and save time.
For example, this clinical practicum location has a goal to achieve zero central line-associated bloodstream infections (CLABSI). Your search of GCU Library databases reveals that interventions that improve the number of nurses in ICUs are effective for decreasing CLABSI. This is an appropriate topic for your capstone project change proposal.
Identify an Intervention
The professional capstone project for NRS 493 serves as a culminating experience that showcases a student’s leadership skills, research and inquiry expertise and knowledge gained throughout the program. Students are assigned a faculty supervisor who supports them and provides guidance as they work to apply theoretical knowledge to real-world healthcare settings.
Nursing researchers are able to identify potential issues within clinical practice that could be improved with evidence-based solutions. The PICOT question format enables them to narrow their search for relevant scholarly articles, reducing the amount of time spent nrs 493 topic 1 lopes activity tracker kr in order to meet an assignment deadline.
Using their research, nursing scholars can identify effective strategies to address the issue they’ve identified for their change proposal project. Then, they can connect this solution with the impact it would have on their clinical practice. For example, if the aim of the change project is to decrease CLABSIs, the scholars can use their research findings to support the argument that education, protocols and best practices can help minimize these preventable hospital-acquired infections.
Identify an Outcome
The final nursing capstone project incorporates research steps and cycles with nursing theory in a composed comprehensive proof based change proposal. It additionally distinguishes expected hindrances to plan execution with a conversation component that tends to how those boundaries will be overcome.
For example, an emergency clinic is implementing a bed caution sound and a more distinct call light to assist staff in recognizing patients who need to be evaluated. This should decrease the quantity of patient falls that occur.
Another clinically relevant NR501 Importance of Theory in Nursing is reducing CLABSI on the unit. This is an ongoing concern, and a variety of interventions have been tested with limited success. Continuous education is one of the most promising. It will improve staff nurses' feelings of confidence and competence with central line care capacities, their awareness of all EBPs for this procedure, and their motivation to prevent CLABSI on the unit.
Identifying an outcome for this nursing research can be difficult, but it's important to focus on a clear goal. The NR501 Importance of Theory in Nursing course helps you stay centered during your quest for scholarly articles to help your nursing research question.
Scholarship has traditionally been defined as research, teaching and service. However, existing RRC rubrics vary widely in their definition of scholarship and nurs fpx 4010 assessment 4 stakeholder presentation different levels of expectations.
Scholarly activities are an important aspect of a resident's overall training experience. The purpose of this project is to develop a common definition and rubrics for scholarly activities.
FPX 4010 Assessment 4
Scholarly activities are a vital component of the nursing experience. These activities include research, writing and speaking engagements. They also include volunteering and community service. Students can receive assistance from the professors or other students. They should make time for study and prioritize it. If they need help, they should talk to their academic advisor about review classes and tutoring. They should also make friends with people who understand the importance of their studies.
Medical educators have NURS FPX 4050 Assessment 2 Ethical and Policy Factors in Care to define scholarship in a way that will be relevant to graduate medical education across all specialties and institutions. Many of these attempts have been in response to a call for greater emphasis on scholarly activity and research by the ACGME. For example, Boyer's attempt to move beyond the old debate of teaching versus research, and give a broader, capacious definition to the term "scholarship." This is applicable to all aspects of the educational process. It includes basic, clinical, and translational biomedicine; health services; quality improvement; and ethics involving clinical research.
FPX 4050 Assessment 2
The scholarly activity requirement in graduate medical education is one of the most challenging aspects of program accreditation. The current definition of scholarly activity is broad and subject to interpretation, which results in inconsistent evaluations by Residency Review Committees (RRCs). Our goal is to develop a common framework for evaluating scholarly activities.
Scholarly activity is an important part of the residency curriculum. Students learn to conduct research under the guidance of a faculty mentor. They also nurs fpx 4030 assessment 1 locating credible databases and research in professional activities such as writing and publishing papers, attending conferences, and community service.
The scholarly activity directors at each regional campus provide guidance on how to develop a scholarly project and identify a mentor. They also provide resources to help students begin their experience early. Students should communicate with their mentors to begin planning their project at least four months in advance of the start date of their scholarly activity rotation. For projects involving human subjects, IRB approval and training must be completed before beginning the scholarly activity.
FPX 4030 Assessment 1
The FPX 4030 Assessment 1 is an online class that focuses on locating credible databases and research. It is a great way to improve your skills in finding relevant data and information for your papers. It also teaches you how to think about the smaller details in your work, which is essential for writing a quality paper. These classes are often staffed by professionals with experience in the field you’re researching, so they can offer valuable advice on how to do your best.
Scholarly activity is a FPX 3700 Assessment 4 Conflict Negotiation for most residency programs, but there is no uniform definition or rubric to evaluate it. It’s important to establish a clear, useful definition of scholarship and develop rubrics that will enable residency programs to reduce subjectivity. This will help streamline the evaluation of scholars and prevent duplication across specialties and subspecialties. In addition, it will promote a culture of scholarship in our community. It will encourage staff and students to conduct research, write for publication, and make presentations.
FPX 3700 Assessment 4
The scholarly activity requires students to demonstrate knowledge of the literature and skills in critical analysis. This is accomplished by developing a research question or hypothesis and conducting a systematic search for relevant literature. This is a great opportunity to gain research experience and work with a faculty mentor.
This assignment is designed to develop a student’s ability to locate and evaluate scholarly resources for use in a patient-related health care problem using the PICO(T) framework. The students will identify an actual health care issue and then utilize scholarly resources to nrs 493 scholarly activities a presentation that explains the issues at hand.
Scholarly activities are a common requirement for program accreditation by the Accreditation Council for Graduate Medical Education. However, there is no uniform definition for scholarly activity and many RRCs have yet to develop rubrics to help reduce the subjectivity of the evaluation of scholarly activity. Faculty scholarly activities require creativity, collaboration, and a deep grounding in previous scholarship. They are exhibited through teaching, practice, presentations, and publications.