Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.
You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.
Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
APA style is not required, but solid academic writing is expected.
Scholarly Activities
This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.
Overview
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
Problem
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.
Solution
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.
Opportunity
This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?
Program Competencies Addressed
This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.
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| Course Code | Class Code | Assignment Title | Total Points | |||||||||||||||||||||||||
| NRS-493 | NRS-493-O503 | Benchmark – Capstone Project Change Proposal | 200.0 | |||||||||||||||||||||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | ||||||||||||||||||||
| Content | 80.0% | |||||||||||||||||||||||||||
| Revisions Incorporated as Directed by Instructor | 5.0% | Revision is omitted. | Revision is incomplete. Many aspects are still incomplete, inaccurate, or unclear. | Most key aspects were revised. Some aspects are still vague or contain minor inaccuracies. | The key aspects were revised. The revision generally improves the accuracy and clarity of the project. | All revisions are incorporated. The revision greatly improves the accuracy and clarity of the project. | 10.00/10.00 | |||||||||||||||||||||
| Background | Background of clinical problem omitted. | Background of clinical problem is incomplete. | Background of clinical problem are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Background of clinical problem are presented. Minor aspects are unclear or require support. | Background of clinical problem are clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Clinical Problem Statement | Clinical problem statement omitted. | Clinical problem statement is incomplete. | Clinical problem statement is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Clinical problem statement is presented. Minor aspects are unclear or require support. | Clinical problem statement is clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Purpose of Change Proposal | Purpose of the change proposal in relation to providing patient care in the changing health care system is omitted. | Purpose of the change proposal in relation to providing patient care in the changing health care system is incomplete. | Purpose of the change proposal in relation to providing patient care in the changing health care system is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Purpose of the change proposal in relation to providing patient care in the changing health care system is presented. Minor aspects are unclear or require support. | Purpose of the change proposal in relation to providing patient care in the changing health care system is logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| PICOT Question | PICOT questions is omitted. | Topic is presented but criteria is incomplete. | Topic and most criteria are presented. There are minor omissions or inaccuracies. Some support or information is needed. | Topic and criteria are presented. Minor aspects are unclear or require support. | Topic and criteria are clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Literature Search | Literature search strategy employed omitted. | |||||||||||||||||||||||||||
| Evaluation of Literature | Evaluation of literature omitted. | Evaluation of literature is incomplete. | Evaluation of literature is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Evaluation of literature is presented. Minor aspects are unclear or require support. | Evaluation of literature is clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Change or Nursing Theory | Change or nursing theory omitted. | Change or nursing theory is incomplete. | Change or nursing theory is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Change or nursing theory is presented. Minor aspects are unclear or require support. | Change or nursing theory is logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Implementation Plan and Outcome Measures | 10.0% | Implementation plan and outcome measures are omitted. | Implementation plan and outcome measures are presented is incomplete. | Implementation plan and outcome measures are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Implementation plan and outcome measures are presented. Minor aspects are unclear or require support. | Implementation plan and outcome measures are clearly and logically presented. Relevant support and rationale are evident. | 20.00/20.00 | |||||||||||||||||||||
| Use of Evidence-Based Practice in Intervention Plan | Use of evidence-based practice in intervention plan omitted. | Use of evidence-based practice in intervention plan is incomplete. | Use of evidence-based practice in intervention plan is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Use of evidence-based practice in intervention plan is presented. Minor aspects are unclear or require support. | Use of evidence-based practice in intervention plan is clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Plan for Evaluating Proposed Nursing Intervention | Plan for evaluating proposed nursing intervention omitted. | Plan for evaluating proposed nursing intervention is incomplete. | Plan for evaluating proposed nursing intervention is summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Plan for evaluating proposed nursing intervention is presented. Minor aspects are unclear or require support. | Plan for evaluating proposed nursing intervention is clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Potential Barriers and Plan to Overcome Barriers | Potential barriers and plan to overcome barriers are omitted. | Potential barriers and plan to overcome barriers are incomplete. | Potential barriers and plan to overcome barriers are summarized. There are minor omissions or inaccuracies. Some support or information is needed. | Potential barriers and plan to overcome barriers are presented. Minor aspects are unclear or require support. | Potential barriers and plan to overcome barriers are clearly and logically presented. Relevant support and rationale are evident. | |||||||||||||||||||||||
| Organization and Effectiveness | 15.0% | |||||||||||||||||||||||||||
| 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 progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||||||||||||||||||||||
| Criteria 3Mechanics 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 sentence structure and audience-appropriate language are used. | 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. | 4.00/4.00 | |||||||||||||||||||||
| 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. | 6.00/6.00 | |||||||||||||||||||||
| Total Weightage | 100% | 200.00/200.0 |
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