Question 1
TOPIC: Pain Management Practices in Healthcare Facilities
1) In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Write a 150-250 word summary explaining which category your topic and intervention are under (community or leadership). This summary should be under leadership and community. with atleast one reference
Question 2
Capstone Project Topic Selection and Approval
2) In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team. (PLEASE USE CLINICAL ENVIROMENT)
Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.
Write a 500-750 word description of your proposed capstone project topic. Include the following:
1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
5. Significance of the topic and its implications for nursing practice.
6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.
You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Prepare this assignment according to the guidelines found in the APA Style Guide.
| Course Code | Class Code | Assignment Title | Total Points | |||||||
| NRS-493 | NRS-493-OL191 | Capstone Project Topic Selection and Approval | 50.0 | |||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | ||
| Content | 80.0% | |||||||||
| Project Topic for Focus of Change Proposal | 5.0% | The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted. | The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete. | The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed. | The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support. | The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident. | ||||
| Setting or Context Where Project Topic Is Observed | 10.0% | The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted. | The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete. | The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed. | The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support. | The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident. | ||||
| Detailed Description of Project Topic | 15.0% | A description of the project topic is omitted. | A description of the project topic is presented but is largely incomplete. | A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed. | A description of the project topic is presented. Minor aspects are unclear or require support. | A detailed description of the project topic is clearly and logically presented. Support and rationale are evident. | ||||
| Effect of Identified Problem or Issue | Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted. | Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete. | Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed. | Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support. | Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident. | |||||
| Topic Significance and Implications for Nursing Practice | Significance of topic and its implications for nursing practice is omitted. | Topic is presented but criteria are incomplete. | Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed. | Topic and criteria are presented. Minor aspects are unclear or require support. | Topic and criteria are clearly and logically presented. Support and rationale are evident. | |||||
| Proposed Solution for Identified Project Topic and Implications for Nursing Practice | A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted. | |||||||||
| Peer-Reviewed Articles | Fewer than six peer-reviewed articles are presented. | Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria. | Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria. | Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria. | Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria. | |||||
| Organization, Effectiveness, and Format | 20.0% | |||||||||
| Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||||
| Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | ||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||
| Total Weightage | 100% |
4
ASSIGNMENT TITLE HERE
Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition
Student A. Sample
University:
Running head: ASSIGNMENT TITLE HERE
1
Running head: ASSIGNMENT TITLE HERE
Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition
This is an electronic template for papers written in APA style (American Psychological Association, 2010). The purpose of the template is to help the student set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only—that means the left margin is straight, but the right margin is ragged. Each paragraph is indented five spaces. It is best to use the tab key to indent. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12.
First Heading
The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them.
First Subheading
The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized.
Second Subheading
APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.
When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable. When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers.
In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations. The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions.
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual.
References
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225
U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/
health/prof/asthma/asth_sch
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