In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for their professional capstone project change proposal. It may be a clinical practice problem, an organizational issue, a leadership or quality improvement NRS 493 Benchmark Capstone Project Change Proposal or an unmet educational need for patient populations or communities.
Review the culture assessment and consider how the findings will impact your nursing practice intervention.
For this assignment, students will pull together the change proposal project components they have been working on throughout the course. They will use the PICOT statement they developed in Topic 3, as well as the literature review and rapid critical appraisal tools discussed by Melnyk and Fineout-Overholt (2011) to evaluate research sources and determine the level of evidence presented.
In collaboration with the authorized course mentor, students will identify a specific clinical practice problem, organizational issue, quality improvement suggestion, leadership initiative, or educational need at the community clinical practice site in which they are completing nrs 493 capstone project change proposal presentation clinical practicum. The student and the preceptor will then work to establish a PICOT question that supports the solution identified for the proposed nursing practice change. This question will guide the student and their preceptor through an unbiased and effective search of evidence-based practice (EBP) to support the implementation of the change proposal plan.
Whether finishing advanced studies in nursing school or working in professional clinical practice, registered nurses begin their research queries with a well-constructed PICOT question. The acronym stands for patient, intervention, comparison, outcome and time (or sometimes treatment duration).
Nurses then use the PICOT framework to establish a research approach that helps them gather beneficial evidence. For example, a nurse might ask “What NRS 493 Individual Success Plan can improve outcomes for patients hospitalized with central line-associated bloodstream infections?”
After identifying relevant literature, nurses analyze the studies for quality using rapid critical appraisal tools such as those described in Melnyk and Fineout-Overholt (2011). They also determine the most appropriate study design to address their question. For example, a nurse might decide that a systematic review is best, but they could also choose to conduct a randomized controlled trial.
This change project will identify and analyze a number of research studies pertaining to central line-associated bloodstream infections (CLABSI). It will examine the effectiveness of education, first-rate practices, protocols, and nurse-patient interaction in decreasing CLABSI rates.
It will also review the current literature on nicotine replacement therapy and compare it to other cessation therapies in cigarette smokers over the age of 17. It will then assess the level of evidence and validity of each study using rapid critical appraisal tools developed by nrs 493 topic 1 lopes activity tracker kr and Fineout-Overholt (2011).
The final paper will identify potential structural, organizational, and cultural barriers to plan implementation. It will include a discussion component and address how the change project’s objectives and goals will overcome each barrier. It will also identify ways to monitor the success of the initiative and how it will be evaluated.
Students are expected to demonstrate blend and integration obviously happy and professional practice in this task. They work with their preceptor to recognize a clinically NRS 493 Benchmark Capstone Project Change Proposal change theory and nursing practice intervention.
The primary objective of this project is to minimize CLABSIs on the unit by educating staff nurses regarding central line infection prevention. The project also intends to ensure that nurses are confident and comfortable with practicing evidence-based (EB) interventions for NR501 Importance of Theory in Nursing line care. Research reveals that Orem’s Self-Care Deficit Theory is an appropriate theory to guide the implementation of the project. It emphasizes an individual’s ability to achieve self-care requisites and that a nurse’s ability to provide quality care is dependent on a variety of factors.
Students will work with their preceptor to recognize a clinically significant nursing practice issue and develop a project change proposal. In addition to researching and combining information to foster the proposal, students will also address potential barriers to plan implementation by conducting an organizational assessment.
Barriers to the proposal may include poor morale, negativity and variable attitudes from medical personnel as well as structural, organization and cultural obstacles. The student will identify these barriers and design the proposal to circumvent them.
The student will initiate a mid-conference during Topic 5 using the RN-to-BSN Mid-Conference Form resource and present their capstone project change proposal to an interprofessional group of leaders. Students will also self-assess their progress toward meeting the course learning goals and objectives in their Individual Success Plan (ISP) and GCU RN-to-BSN Programmatic Domains & Competencies.
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