Posted: April 25th, 2025

Assessment Description

The National Academy of Medicine (formerly the Institute of Medicine) championed the goal that 90% of clinical decisions will be evidence-based by 2020. A recent systematic review of the published literature indicates that evidence-based practice (EBP) implementation remains deficient despite an ongoing effort to increase implementation. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which the identified barriers may be addressed.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

Nov 11, 2024, 8:48 PM

Applied Evidence-Based Project and Practicum
NRS-465 6 Credits Nov 11, 2024 – Jan 26, 2025

Course Description
The final course in the program is writing-intensive. It will integrate the academic and practical knowledge
students have acquired throughout the program’s curriculum. Students participate in planned clinical
experiences that refine professional competencies at the baccalaureate level and enable them to integrate
new knowledge and enhanced skills to advance nursing practice. Clinical practice hours are dedicated to
learning objectives in leadership and community health. The evidence-based project provides students an
opportunity to identify a clinical nursing practice issue and propose a possible solution. Students, under the
guidance of faculty and approved preceptors, identify and analyze a nurse practice issue, develop a change
project, and propose an evidence-based solution that reflects synthesis and integration of course content and
professional practice. The evidence-based project development is guided by the baccalaureate program
learning outcomes. Clinical hours: 100. 50 hours in leadership and 50 hours in community health. Prerequisite:
NRS-415, NRS-420, NRS-425, HLT-362V, NRS-445, PHI-413V, NRS-450, NRS-455, NRS-460.

Instructor Contact Information
Leslie Greenberg
leslie.greenberg@my.gcu.edu

Class

Resources

Clinical Practice Experience Objectives (REQUIRED)

The following are the objectives for the clinical practice experience:

Develop a needs assessment of the community related to the organization’s relationship with the 1.
community.
Design an evidence-based nursing practice intervention based on the needs assessment of the organization 2.
and community.
Formulate an evidence-based clinical practice change proposal that will impact patient outcomes in the 3.
community.
Present a professional presentation of an evidence-based clinical practice change proposal to organization 4.
leaders and members of the interprofessional team.
Demonstrate interprofessional collaboration throughout the creation of the capstone project change 5.
proposal.

Requirements for Successful Course Completion (REQUIRED)

In order to receive a final letter grade in this course, students are required to submit all assigned deliverables,
assessments, and evaluations including documentation of 100 clinical hours approved by an assigned
preceptor. Failure to submit all assignments and evaluations will result in an “incomplete” or a failing grade.

Practice Experience Hours (REQUIRED)

Students are required to complete 100 direct clinical practice experience hours and 25 indirect care
experience hours. Of the required 100 direct clinical hours, 50 hours are specifically community and 50 hours
are specifically leadership.

Expectations for Clinical Practice Experiences (REQUIRED)

Clinical practice experiences make up an essential component of the post-licensure BSN program.

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The American Association of Colleges of Nursing (AACN, 2012) defines nursing and the achievement of
baccalaureate standards as follows:

“Nursing is a practice discipline that includes both direct and indirect care activities that impact health
outcomes. Baccalaureate programs provide opportunities for practice experiences designed to assist
graduates to achieve The Essentials of Baccalaureate Education for Professional Nursing Practice. All
baccalaureate programs, including RN-BSN programs, must provide practice experiences for students to
bridge to baccalaureate-level professional nursing practice” (AACN, 2012).

To meet course and program outcomes, students enrolled in the RN-BSN program are expected to participate
in planned, clinical practice experiences that refine professional competencies at the baccalaureate level and
enable students to integrate new knowledge and higher-level skills reflective of educational preparation at the
baccalaureate degree level. All students, regardless of licensure status, must complete clinical practice
experiences that build upon prior learning as a part of a pre-licensure program (diploma or associate nursing).

Professional growth to meet RN-BSN program outcomes are identified and documented using the Individual
Success Plan (ISP). Students develop an Individual Success Plan to achieve specific learning goals with their
assigned faculty member and in collaboration with a preceptor identified by the student from the practice
setting in which the clinical practice experience is planned.

Direct Care/Indirect Care (REQUIRED)

The American Association of College of Nursing (AACN) in its 2012 “White Paper: Expectations for Practice
Experiences in the RN to Baccalaureate Curriculum,” explained the difference between direct and indirect care:

“Direct care refers to nursing care activities provided at the point of care to patients or working with other
health care providers that are intended to achieve specific health goals or achieve selected health outcomes.
Indirect care refers to nursing decision, actions, or interventions that are provided through or on behalf of
patients. These decisions or interventions create the conditions under which nursing care or self-care may
occur. Nurses might use administrative decisions, population or aggregate health planning, or policy
development to affect health outcomes in this way” (AACN, 2012, p. 3).

In all cases, students should ask the organization or department to share existing practice problems as a
means to identify an evidenced-based solution (nursing practice intervention) that would be supported by the
organization or department. Worksite settings that do not meet the leadership and community course objectives
are not permitted.

Expectations for the Professional Capstone Project Change Proposal (REQUIRED)

The capstone project change proposal is a clinical practice experience assignment that offers students an
opportunity to research and propose an evidence-based nursing intervention to address an issue significant to
nursing practice within a clinical environment. Students must identify a specific patient population, or clinical
department, within their chosen practicum environment to design and propose an evidence-based solution.
Faculty must approve capstone project change proposal topics. Faculty and preceptors support students
toward project completion.

Examples of appropriate clinical practice experience assignments are listed in the Class Resources and in
Appendix A of the AACN document titled: “White Paper: Expectations for Practice Experiences in the RN to
Baccalaureate Curriculum.”

https://www.aacnnursing.org/Portals/42/News/White-Papers/RN-BSN-Expectations-White-Paper

NRS-465 Capstone Project Change Proposal Deliverables Table (REQUIRED)

The “NRS-465 Capstone Project Change Proposal Deliverables Table” is a list of items that must be completed
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and submitted by the student. Included in the deliverables table are assignments, direct clinical hours, and
indirect care experience hours broken down by week. This table is meant to assist the student in constructing
the capstone project change proposal successfully.

NRS-465-RS-CapstoneProjectChangeProposalDeliverablesTable x

Lopes Activity Tracker (REQUIRED)

The Lopes Activity Tracker (LAT) is used to track all direct clinical practice experience hours. All direct clinical
practice experience hours are entered into the LAT by the student after each clinical experience. Preceptors
will enter ThunderTime (the preceptor LAT portal equivalent) to verify the hours submitted by the student. All
direct clinical practice experience hours will be reviewed and approved by the faculty.

To record clinical practice experience hours, use the LAT app, located in your student portal. Once you have
opened the app, click on the link for your class.

For assistance in adding the LAT to your student portal, review the “Adding Lopes Activity Tracker to the
Student Portal” document.

PCE-RS-LopesActivityTrackerPDFInstructions

Capstone/Practicum Programmatic Assessments (REQUIRED)

The Individual Success Plan (ISP) requires collaboration with the course faculty in the first week to establish a
plan for successful completion of mutually identified goals and specific deliverables to meet course and
programmatic requirements. The ISP is intended to guide students in developing their learning plan over the
10-week course. Programmatic requirements are: (1) completion of required 50 community direct clinical
practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect care experience hours;
(2) completion of work associated with program competencies; and (3) work associated with completion of the
student’s capstone project. ISPs are submitted to the digital classroom.

Clinical Practice Experience Roles (REQUIRED)

Faculty are responsible for working directly with students to select a clinical practice experience and setting
deemed appropriate to meet learning objectives of the course as well as guide students in identifying an
appropriate scholarly capstone project change proposal to demonstrate application of knowledge in the areas
of research, leadership, and community/public health. Practice experiences, settings, preceptors, and projects
must be approved by the faculty.

Preceptors support student learning objectives and oversee the clinical practice experience in the practice
setting. For program faculty to approve preceptors identified by students, preceptors must:

Possess a current , active, unencumbered RN license in the state in which the clinical practice experience is 1.
taking place; or possess a current, active, unencumbered multistate license in either a compact or enhanced
Nurse Licensure Compact (eNLC) state.
Hold a bachelor’s degree in nursing (BSN) or higher.2.
Have a minimum of 3 years of practice experience in direct client care.3.
Not be a relative or personal friend of the student.4.
Be available to the student to serve as a resource during the clinical practice experience.5.
Be available to participate in the pre-conference, mid-conference, and post-conference.6.
Be available to participate in the evaluation process by providing feedback to the student and the faculty 7.
member and completing the final evaluation of the student.

Clinical Practice Experience Settings (REQUIRED)

Clinical practice experience settings may include :

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Hospital-based clinic1.
Acute care hospital, but only when paired with Infection Control Nurse, Nurse Case Manager, Case Manager in 2.
Utilization Review, Emergency Department Navigator, Chief Nursing Officer, Director of Nursing, or Charge Nurse
as preceptor
Occupational health setting3.
Insurance company, but only when paired with nurse case manager4.
Public health department5.
Indian Health Services 6.
Community health center or clinic7.
University or school health center8.
Outpatient /community health/clinics/urgent care working with a preceptor who is a nurse practitioner, 9.
home health nurse, hospice care/palliative care nurse, transitional care manager, nurse navigator,
ambulatory surgical nusre, dialysis center nurse, school health nurse, or prision/correctional nurse

Clinical Practice Experiences (REQUIRED)
Perform direct assessments of a community or population of interest.1.
Develop a health promotion/wellness intervention to address specific health issues/needs of a community 2.
as identified in the direct assessment.
Perform a direct assessment of organizational needs pertaining to the detection of at-risk or vulnerable 3.
populations.
Using assessment results, influence the delivery of care, deployment of resources, or the development of 4.
policies to promote health and prevent disease.
Possible categories for community clinical practice: (a) Primary prevention: health promotion education; (b) 5.
Secondary prevention: screenings for vulnerable population; (c) bioterrorism: disaster preparedness
education; or (d) environmental issue detection and staff training.
Possible categories for leadership clinical practice: (a) develop a new policy or update and outdated policy; 6.
(b) implement a quality improvement initiative; (c) improve communication between patient care units; (d)
implement a new procedure; (e) evaluate patient outcomes after a new nursing practice was implemented;
(f) create education for safe and effective use of new technology.
Develop and implement an education initiative to address detection of at-risk or vulnerable populations 7.
(may be completed with a nurse leader or infection control nurse as a preceptor).

Student, Faculty, and Preceptor Meetings (REQUIRED)

Pre-conferences, mid-conferences, and post-conferences between the students, faculty, and preceptors are
mandatory. Conferences may be conducted face-to-face or via synchronous technology, such as Skype, Zoom,
or Go-to-Meeting. All parties must be present at each of the three mandatory conferences.

A Practice Experience Conference (Pre-Conference) will occur during the first week of the practicum experience.
This meeting is intended for students, faculty, and preceptors to review course and program learning
objectives, the Individual Success Plan (ISP), the proposed capstone project change proposal, and the roles/
responsibilities/expectations of students, faculty, and preceptors. Preceptors, in particular, will be oriented to
the written role expectations of faculty, preceptor, and student.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”)
which indicates completion of the preconference and provides detailed notes, comments, and
recommendations.

A Practice Experience Conference (Mid-Conference) will occur at the midpoint of the course during Topic 5. This
meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the
learning goals contained in the Individual Success Plan (ISP) and course learning objectives. Progress toward
completing the written capstone project change proposal will also be discussed with faculty recommendations
for project development and the Clinical Evaluation Tool (CET) will be reviewed. The CET is completed by the
student and the preceptor prior to the conference and will be discussed with the faculty during the
conference. Students who are not meeting expectations for the CET will be required to complete remediation

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work for each section of the CET that does not meet expectations. After the conference, the CET is submitted
to the digital classroom for final grading by faculty. The faculty may contact the preceptor after the mid-
conference for further input on the CET, if required.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”)
which indicates completion of the mid-conference and provides detailed notes, comments, and
recommendations.

A Practice Experience Conference (Post-Conference) will occur during the final week of the course in Topic 10. This
meeting is intended for the student, faculty, and preceptor to discuss achievement of goals and evaluation of
course-specific competencies and requirements identified in the clinical practice experience clinical evaluation
tools (evaluation of student, student evaluation of preceptor, and evaluation of practice setting).

The Clinical Evaluation Tool (CET) is completed by the student and the preceptor prior to the post-conference
experience and will be reviewed during the post-conference experience with the faculty. The student must
achieve “Meets Expectations” on each of the criteria on the CET in order to pass the course. After the
conference, the CET is submitted to the online classroom for final grading by faculty. The faculty may contact
the preceptor after the post-conference experience for further input on the CET, if required.

The student, faculty, and preceptor sign an attestation (using the “Practice Experience Conference Form”)
which indicates completion of the post-conference and provide detailed notes, comments, and
recommendations.

Clinical Evaluation Tool (CET) (REQUIRED)

Students will need to take a paper copy of the attached “Clinical Evaluation Tool” (CET) to their preceptor
during the first week of their practicum experience to discuss the expectations and competencies that must be
met. The CET will be completed in Topics 5 and 10 by the preceptor via ThunderTime and will be visible in
Lopes Activity Tracker upon completion by the preceptor. It is used as a rubric during your Midterm and Final
Evaluations of Student by Preceptor in Topics 5 and 10 respectively.

NRS-465-R-ClinicalEvaluationTool x

Interprofessional Collaborative Practice (REQUIRED)

The Commission on Collegiate Nursing Education (CCNE) in its 2024 “CCNE Standards for Accreditation of
Baccalaureate and Graduate Nursing Programs,” explained the expectations for planned experiences
embedded within nursing programs to foster interprofessional collaborative practice:

Nursing programs provide “experiences that prepare students to engage in interprofessional collaborative
practice. The program affords opportunities for students to collaborate with a variety of individuals and/or
organizations that enable students to develop the necessary communication and negotiation skills to enhance
patient outcomes” (p. 18-19).

Throughout the practicum experience students are provided with opportunities to engage in interprofessional
collaborative practice in order to develop the capstone project change proposal. Faculty and preceptors will
help guide students throughout this process.

Guidelines for Undergraduate Field Experiences (REQUIRED)

Review the Guidelines for Undergraduate Field Experiences, located in the Student Success Center. This material
contains important information for your clinical experience and the evaluation process.

https://ssc.gcu.edu/#/page/conhcp/3195

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GCU Library Nursing and Health Sciences Research Guide (REQUIRED)

Refer to the “Nursing and Health Sciences” Research Guide, located on the GCU Library website, for library
resources and information pertaining to nursing and health sciences.

This is a discipline-specific research page to assist you with your research. In particular, seek out the “Evidence-
Based Practice (EBP)” tab in the library guide for highly specific information pertinent to the capstone project.

http://libguides.gcu.edu/Nursing

Evaluating Websites Tutorial (REQUIRED)

View the “Evaluating Websites Tutorial,” located on the Grand Canyon University website.

This tutorial will explain how to evaluate websites for content that you can trust.

https://lc.gcumedia.com/mediaElements/evaluating-websites-tutorial/v2.1/

LopesWrite (REQUIRED)

Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.

https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite

GCU Technical Support: Lopes Activity Tracker (REQUIRED)

Visit the GCU Technical Support page to view tutorials and screenshots on how to use the Lopes Activity
Tracker.

https://support.gcu.edu/hc/en-us/articles/360036640353-Lopes-Activity-Tracker

RN-BSN FAQs (REQUIRED)

The attached document provides an overview on securing a preceptor as well as expectations of the practicum
experience and defines community and leadership hours categories.

RN-BSN FAQs

NRS-465-RN-BSN DQ Rubric (REQUIRED)
NRS-465-RN-BSN-RS-DQ Rubric

NRS-465 RN-BSN Participation Rubric (REQUIRED)
NRS-465-RN-BSN-RS-Participation Rubric

Optional: Publication Manual of the American Psychological Association (OPTIONAL)

For additional information, the following is recommended:

Current version of the Publication Manual of the American Psychological Association.

GCU has made APA templates and other resources available within the Student Success Center, as well as in
the GCU Library. However, be aware that a more complete APA style manual can be purchased at your own
expense. To order the APA manual, please visit the American Psychological Association website.

Optional: GCU Library Webinars (OPTIONAL)

For additional information, the following is recommended:

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Review the webinar information offered by the GCU Library. From the “Webinars and Workshops: Webinar
Calendar” page, select the “Category” tab and scroll down to the Nursing and Health Sciences selection.
Webinar participation is optional.

http://libguides.gcu.edu/webinars

Topic 1: Identification of Issue Significant to Nursing Practice I
Nov 11, 2024 – Nov 17, 2024 Max Points: 81

Objectives:

Create a plan for successful course completion.1.
Propose possible topics for a capstone project change proposal based on a community needs assessment.2.
Collaborate with a preceptor on a capstone project change proposal.3.

Resources

Evidence-Based Practice: Are Nurses Ready? (REQUIRED)

Read “Evidence-Based Practice: Are Nurses Ready?” by Paler and Arganza Cachaper, from Journal of Nursing
Practice Applications and Reviews of Research (2021).

This article provides an overview of nurses’ readiness for evidence-based practice (EBP) implementation and is
helpful in addressing DQ 1.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=151936166&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

NEEDS ASSESSMENT Supporting Evidence (REQUIRED)

Review “NEEDS ASSESSMENT Supporting Evidence,” from the Brigham Health Center of Nursing Excellence
(2020).

This resource provides an overview of conducting a needs assessment and includes examples of application to
nursing practice.

https://www.brighamandwomens.org/assets/BWH/medical-professionals/nursing/pdfs/nursing-needs-
assessment

Guidelines for Undergraduate Field Experiences (REQUIRED)

Review the Guidelines for Undergraduate Field Experiences, located in the Student Success Center. This material
contains important information for your clinical experience and the evaluation process.

https://www.gcumedia.com/lms-resources/student-success-center-content/documents/conhcp/conhcp-
guidelines-for-undergraduate-field-experiences

Don’t Roll Your Eyes, Roll Out Change (REQUIRED)

Read “Don’t Roll Your Eyes, Roll Out Change,” by McClay and Mileski, from Nursing Made Incredibly Easy! (2019).

This article summarizes the steps needed to make a practice change and provides a good overview of what the
process for the evidence-based change project will look like overall throughout this course.

https://oce-ovid-com.lopes.idm.oclc.org/article/00152258-201911000-00010/HTML

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Clinical Practice Experience Documentation (REQUIRED)

Students are not permitted to initiate work on clinical practice experience assignments until after the pre-
conference.

Students will make an appointment to meet with their preceptor to review the course objectives, the Individual
Success Plan (ISP), and Clinical Evaluation Tool (CET), and to schedule a preconference with the course faculty
member/instructor. The pre-conference must include the instructor, preceptor, and student; all three must be
present for the mandatory pre-conference.

Institutional Challenges and Solutions to Evidence-Based, Patient-Centered Practice:
Implementing ICU Diaries (REQUIRED)

Read “Institutional Challenges and Solutions to Evidence-Based, Patient-Centered Practice: Implementing ICU
Diaries,” by Rogan, Zielke, Drumright, and Boehm, from Critical Care Nurse (2020).

This article addresses how two U.S.-based facilities worked to overcome challenges to evidence-based practice
implementation, which can be helpful in thinking about the discussion forum prompts for this week.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=146467015&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Problem Identification: The First Step in Evidence-Based Practice (REQUIRED)

Read “Problem Identification: The First Step in Evidence-Based Practice,” by Stannard, from AORN Journal
(2021).

This article reviews the definition and steps of evidence-based practice.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000703-202104000-00008&LSLINK=80&D=ovft

Needs and Resources Assessment (REQUIRED)

Read “Step 01. Needs and Resources Assessment” from Getting to Outcomes Guide for Community
Emergency Preparedness, by Ebener, Hunter, Adams, Eisenman, Acosta, and Chinman (2017), available on the
RAND Corporation website.

This resource provides an overview of conducting a needs assessment and will be helpful in developing the
capstone change project topics in this week’s assignment.

https://www.rand.org/pubs/tools/TL259/step-01.html

Assessments

Summary of Current Course Content Knowledge
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 11, 2024, 11:59 PM 0

Assessment Description

Academic engagement through active participation in instructional activities related to the course objectives is
paramount to your success in this course and future courses. Through interaction with your instructor and

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classmates, you will explore the course material and be provided with the best opportunity for objective and
competency mastery. To begin this class, review the course objectives for each Topic, and then answer the
following questions as this will help guide your instructor for course instruction.

Which weekly objectives do you have prior knowledge of and to what extent?1.
Which weekly objectives do you have no prior knowledge of?2.
What course-related topics would you like to discuss with your instructor and classmates? What questions 3.
or concerns do you have about this course?

Class Introductions
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 13, 2024, 11:59 PM 0

Assessment Description
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you
excited about learning? What do you think will be most challenging?

Topic 1 DQ 1
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 13, 2024, 11:59 PM 5

Assessment Description

The National Academy of Medicine (formerly the Institute of Medicine) championed the goal that 90% of
clinical decisions will be evidence-based by 2020. A recent systematic review of the published literature
indicates that evidence-based practice (EBP) implementation remains deficient despite an ongoing effort to
increase implementation. Discuss two barriers that might hold nursing practice from achieving this goal and
suggest ways in which the identified barriers may be addressed.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 1 DQ 2
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 15, 2024, 11:59 PM 5

Assessment Description

In preparation for your assignment this week, brainstorm two to three clinical practice problems or issues you
can develop into a nursing practice change. What indicates these as clinical issues in nursing practice? Support
your discussion with two peer-reviewed journal articles.

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Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Capstone Change Project Topics
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 17, 2024, 11:59 PM 5

Assessment Description

The purpose of this assignment is to perform a needs assessment and begin thinking about topics for the
capstone project change proposal.

Work with your preceptor to perform a needs assessment of the clinical site, including organization and
community, for your practicum. Review the needs assessment to identify possible project topics.

In preparation for the capstone project change proposal, compile a list of three to five possible topics for
your project.

You are not required to submit this assignment to LopesWrite.

Individual Success Plan (ISP)
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 17, 2024, 11:59 PM 30

Assessment Description

Planning is the key to successful completion of this course and program-related objectives. The Individual
Success Plan (ISP) assignment requires early collaboration with the course faculty and your clinical preceptor.
Students must establish a plan for successful completion of:

The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice 1.
experience hours, and 25 indirect care experience hours.
Completion of work associated with program competencies. 2.
Work associated with completion of the student’s capstone project change proposal.3.

Students will use the Individual Success Plan to develop an individual plan for completing practice hours and
course objectives. As a part of this process, students will identify the number of hours set aside to meet course
goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-465
Individual Success Plan” template.

The Individual Success Plan is a clinical document that is necessary to meet clinical requirements for this
course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed
electronic signature will not be accepted.

Students should apply concepts from prior courses to critically examine and improve their current practice.
Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly
complex and proficient practice.

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After the ISP has been developed by the student and approved by the course faculty, students will initiate a
preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

Attachments
NRS-465-RS-T1-IndividualSuccessPlan x

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 17, 2024, 11:59 PM 10

Assessment Description

Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you

have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.

Students need to meet the required clinical hours in both leadership and community categories. As such,
students will need to ensure to document 50 hours in the leadership category and 50 hours in the community

category.

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Troubleshooting tip: For help using Lopes Activity Tracker, you can visit the technical support website listed in the
Class Resources. Should your preceptor have difficulties accessing ThunderTime, please reach out to your Field
Experience Counselor to have them resend the ThunderTime set up email.

Practice Experience Conference (Pre-Conference)
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 17, 2024, 11:59 PM 10

Assessment Description

Students are required to initiate a preconference that will occur during the first week of class and must include
the faculty member and the preceptor. Conferences may be conducted face-to-face or via synchronous
technology such as Skype, Zoom, or GoToMeeting. The student, preceptor, and faculty must be present at the
conference. The student and preceptor will complete the “Practice Experience Conference Form” and the
student will submit it to the instructor in the digital classroom after the conference has taken place. This form
will also be used for the mid-conference and post-conference.

The Practice Experience Conference Form is a clinical document that is necessary to meet clinical requirements for
this course. Therefore, the approval form should be submitted with the preceptor’s hand-written signature. A typed
electronic signature will not be accepted.

You are not required to submit this assignment to LopesWrite.

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Attachments
NRS-465-RS-PracticeExperienceConferenceForm x

Week 1 Participation
Start Date & Time Due Date & Time Points

Nov 11, 2024, 12:00 AM Nov 17, 2024, 11:59 PM 16

Topic 2: Identification of Issue Significant to Nursing Practice II
Nov 18, 2024 – Nov 24, 2024 Max Points: 86

Objectives:

Identify GCU resources available to assist in the completion of the capstone project change proposal.1.
Identify a clinical practice problem or an organizational issue within a community clinical practice setting.2.
Discuss the implications a clinical practice problem or issue has on nursing practice.3.

Resources

Educational and Community-Based Programs Workgroup (REQUIRED)

Read “Educational and Community-Based Programs Workgroup,” located the Healthy People 2030 website. In
particular, look for examples of the integration of community health, leadership, and EBP for use in completing
the topic assignment.

https://health.gov/healthypeople/about/workgroups/educational-and-community-based-programs-workgroup

GCU Library Nursing and Health Sciences Research Guide (REQUIRED)

Refer to the “Nursing and Health Sciences” Research Guide, located on the GCU Library website, for library
resources and information pertaining to nursing and health sciences. This library resource will be helpful in
the discussion forum this week.

https://libguides.gcu.edu/Nursing

GCU Library: What Are Empirical/Research Articles? (REQUIRED)

Refer to the “What Are Empirical/Research Articles?” page of the “Nursing and Health Sciences” Research
Guide, located on the GCU Library website. This library resource will be helpful in the discussion forum this
week.

https://libguides.gcu.edu/Nursing/research

Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why
Does it Matter? (REQUIRED)

Read “Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why Does it
Matter?” located on the Icahn School of Medicine at Mount Sinai website.

This website helps define the characteristics of evidence-based practice, quality improvement, and research. It
is useful in addressing DQ2 in this topic.

Page 12 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Evidence-Based Practice, Quality Improvement, and Research: What’s the Difference and Why Does it Matter?

GCU Library: Find Journal Articles (REQUIRED)

Refer to the “Find Journal Articles” page of the GCU Library to access library resources that will be helpful in
the discussion forum this week.

https://libguides.gcu.edu/az.php?s=66982&p=1

ECP 2.0: From Strategy to Implementation (REQUIRED)

Read “EBP 2.0: From Strategy to Implementation,” by Tucker and Gallagher-Ford, from the American Journal of
Nursing (2019).

This article reviews the steps of EBP and EBP implementation. It is useful in addressing the second discussion
question.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201904000-00027&LSLINK=80&D=ovft

GCU Library: Capstone and Evidence-Based Projects (REQUIRED)

Refer to the “Capstone and Evidence-Based Projects” page of the “Nursing and Health Sciences” Research
Guide, located on the GCU Library website. This library resource will be helpful in the discussion forum this
week.

https://libguides.gcu.edu/Nursing/Capstones

The Underappreciated and Misunderstood PICOT Question: A Critical Step in the EBP Process
(REQUIRED)

Read “The Underappreciated and Misunderstood PICOT Question: A Critical Step in the EBP Process,” by
Gallagher-Ford and Melnyk, from Worldviews on Evidence-Based Nursing, (2019).

This article provides a succinct overview of the purpose of the PICOT question in evidence-based practice.
Understanding how the clinical problem relates to the PICOT question will help you develop your PICOT
question in Topic 3.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=140231445&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Identifying a Problem (REQUIRED)

Watch Identifying a Problem by Sage Knowledge (2020), via the GCU Library.

This short video reviews how problem identification and goal setting occur in quality improvement initiatives.

https://lopes.idm.oclc.org/login?url=https://sk-sagepub-com.lopes.idm.oclc.org/video/identifying-a-problem

Optional: GCU Library Webinars (OPTIONAL)

For additional information, the following is recommended:

http://libguides.gcu.edu/webinars
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Accessing and Selecting the Best Available Evidence: The Second Step in Evidence�Based
Practice (REQUIRED)

Review “Accessing and Selecting the Best Available Evidence: The Second Step in Evidence�Based Practice,” by
Stannard and Jacobs, from AORN Journal (2021).

This article is a brief review of searching the literature in order to find relevant evidence to explore your topic
of interest.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000703-202110000-00008&LSLINK=80&D=ovft

What Is Evidence-Based Practice in Nursing? (REQUIRED)

Read “What Is Evidence-Based Practice in Nursing?” located on the American Nurses Association website.

The article discusses EBP in nursing with examples and steps needed to implement EBP in practice settings.

https://www.nursingworld.org/practice-policy/nursing-excellence/evidence-based-practice-in-nursing/

Appendix B: Question Development Tool (REQUIRED)

Read “Appendix B: Question Development Tool” in Johns Hopkins Evidence-Based Practice for Nurses and
Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from ProQuest
Ebook Central via the GCU Library.

This tool guides students in identifying a practice problem for their change project.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=312

Assessments

Topic 2 DQ 1
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Nov 20, 2024, 11:59 PM 5

Assessment Description

Once you have selected a topic for your capstone project, you will need to examine research articles to explore
viable solutions. The GCU Library has various resources to support students during this process.

Based on the first letter of your first name, you are assigned the following GCU Library resource:

A-F: GCU Library Nursing and Health Sciences Research Guide

G-L: GCU Library: Find Journal Articles

M-S: GCU Library: What Are Empirical/Research Articles?

T-Z: GCU Library: Capstone and Evidence-Based Projects

Please note: each of these links can be found in the topic Resources.

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Describe the resource assigned to you including two examples of how this resource will support your
successful completion of the capstone project.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 2 DQ 2
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Nov 22, 2024, 11:59 PM 5

Assessment Description

Differentiate between research and EBP. Discuss a peer-reviewed article that you have located that supports
the need for a change in nursing practice.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Benchmark – Capstone Project Topic Selection and Approval
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Nov 24, 2024, 11:59 PM 40
Assessment Traits

Requires LopesWrite

Benchmark

Assessment Description

In collaboration with the approved clinical 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 selected problem should encourage the student to engage in
interprofessional collaborative practice.

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.

This project is only a proposal and will not be implemented in a practice setting.

Write a 750-1000-word description of your proposed capstone project topic. Include the following:

Describe the problem or issue that will be the focus of the change proposal. Explain with which category 1.
(leadership or community) the selected topic would best align.
Discuss the setting or context in which the problem or issue can be observed and describe the population 2.
affected by this problem or issue.

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Discuss the implications this clinical practice problem or issue has on nursing practice.3.
Based on your needs assessment in Topic 1, describe why this is a priority for the community/clinical site or 4.
affected clinical population.
Briefly describe the organizational structure (mission, vision, values, leadership structure, etc.) of the 5.
practicum site. What internal and external processes will impact care coordination for the selected
population or community?
How effective has the organization been in addressing the identified problem or issue?6.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources
must be published within the past 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, located in the Student
Success Center.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

7.1: Apply knowledge of systems to work effectively across the continuum of care.

7.3: Optimize system effectiveness through application of innovation and evidence-based practice.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.1, 7.1 and 7.3

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Nov 24, 2024, 11:59 PM 10

Assessment Description

Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you
have opened the app, click on the link for your class to record your hours. Clinical practice hours should be
documented and submitted within 48 hours of the clinical experience. After the hours have been submitted,
the preceptor will verify the hours, which are then reviewed by the faculty.

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

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This report is to be submitted in every topic.

Week 2 Participation
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Nov 24, 2024, 11:59 PM 16

Scholarly Activities
Start Date & Time Due Date & Time Points

Nov 18, 2024, 12:00 AM Jan 26, 2025, 11:59 PM 10
Assessment Traits

Requires LopesWrite

Assessment Description

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 clubs, 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. 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.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.3, 10.2, 10.3

Attachments
NRS-465-RS-ScholarlyActivities x

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Topic 3: Development of Evidence-Based Practice Change Proposal I
Nov 25, 2024 – Dec 1, 2024 Max Points: 101

Objectives:

Develop a PICOT question for an identified nursing practice problem or issue.1.
Explain how self-reflection supports ethical comportment and moral courage in decision-making.2.

Resources

Chapter 2: Problem Identification (REQUIRED)

Read “Chapter 2: Problem Identification” from The Peace Model for Evidence-Based Practice for Clinical Nurses, by
Rivera and Fitzpatrick (2021), available from ProQuest Ebook Central via the GCU Library.

This chapter reviews the components of the PICO question and defines clearly its application using examples.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=47

Formulating Well-Written Clinical Practice Questions and Research Questions (REQUIRED)

Read “Formulating Well-Written Clinical Practice Questions and Research Questions,” by Bermudez, from
Nursing and Health Sciences Research Journal (2021).

This article provides an overview of the difference between EBP and research and reviews how to develop
research questions. Although the latter is not directly applicable to this course, the former is helpful in
understanding how to develop the topic for the capstone change project.

https://scholarlycommons.baptisthealth.net/cgi/viewcontent.cgi?article=1113&context=nhsrj

Reflective Practice 1: Aims, Principles and Role in Revalidation (REQUIRED)

Read “Reflective Practice 1: Aims, Principles and Role in Revalidation,” by Agnew, from Nursing Times (2022).

This article reviews the benefits of partaking in reflective practice through the review of this practice in specific
settings.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=156869537&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Evidence-Based Practice, Quality Improvement, and Research: A Visual Model (REQUIRED)

Read “Evidence-Based Practice, Quality Improvement, and Research: A Visual Model,” by Grys, from Nursing
(2022).

This article provides a visual representation and summary of key differences between EBP, quality
improvement, and research. The EBP project examples can be helpful in developing the topic for the capstone
project.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-202211000-00015&LSLINK=80&D=ovft

Taking the Next Step in a Clinical Inquiry Project (REQUIRED)

Read “Taking the Next Step in a Clinical Inquiry Project,” by Granger, from AACN Advanced Critical Care (2020).

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This article provides a step-by-step guide for creating an effective PICOT question with examples.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=143057284&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Use of EBP as a Problem�Solving Approach to Improve Patient Satisfaction While Overcoming
the COVID Pandemic Barriers (REQUIRED)

Read “Use of EBP as a Problem�Solving Approach to Improve Patient Satisfaction While Overcoming the COVID
Pandemic Barriers,” by Berryman, from Worldviews on Evidence-Based Nursing (2021).

This article provides a useful example of EBP application and reviews the steps needed to develop an EBP
project and review the literature to develop a solution and implementation plan.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=153935429&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Assessments

Topic 3 DQ 1
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Nov 27, 2024, 11:59 PM 5

Assessment Description

Develop a PICOT question using your approved nursing practice problem. Post a draft of your PICOT question
in the following format:

In_______________(Population), how does _______________ (Intervention) compared to _______________ (Comparison) affect
_______________ (Outcome) within______________(Time, optional)?

This should be the same question you will be using in your “PICOT Question Development” assignment. Give
and receive feedback to refine your PICOT question.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.3

Topic 3 DQ 2
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Nov 29, 2024, 11:59 PM 5

Assessment Description

Page 19 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Define the role of the Institutional Review Board (IRB) when conducting research. Provide an example of a
peer-reviewed research article involving human subjects and addressing a nursing practice issue. Discuss the
ethical considerations the researchers considered when conducting the study.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Benchmark – Professional Capstone and Practicum Reflective Journal – Topic 3
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Dec 1, 2024, 11:59 PM 15
Assessment Traits

Benchmark

Assessment Description

Students are required to submit reflective journal entries at specific points throughout the course. These
reflective narratives help students identify important learning events that happen throughout the course and
the practicum.

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the
following reflective questions:

Reflect on your personal and professional values and your conscious and unconscious biases as they relate 1.
to your practicum site. Explain what steps you have taken, or will need to take, to become more aware of
how these values and biases influence your interactions. How will values and biases impact your practice?
Based on your own implicit biases, discuss the relationship that one’s culture and environment have on 2.
these biases. How has the environment you live and work in shaped your own implicit biases? Is the
environment of your practicum site impacting your biases?
How can self-reflection be used to help us exhibit ethical comportment and moral courage in decision 3.
making in our practice?

While APA style is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.5, 9.6, and 10.3

Page 20 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Dec 1, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

PICOT Question Development
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Dec 1, 2024, 11:59 PM 50
Assessment Traits

Requires LopesWrite

Assessment Description

The purpose of this assignment is to develop a PICOT question. A PICOT (Patient, Intervention, Comparison,
Outcome and Time) question starts with a designated patient population in a particular clinical area and
identifies clinical problems or issues that arise from clinical care. The intervention used to address the
problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient
population not currently receiving the nursing intervention, and specify the timeframe needed to implement
the change process.

Using the “PICOT Question” template, formulate a PICOT question applying the PICOT format that addresses
the approved clinical nursing problem from Topic 2.

The PICOT question will provide a framework for your capstone project change proposal.

While APA style is not required for the body of this assignment, solid academic writing is expected, and
documentation of sources should be presented using APA formatting guidelines, which can be found in the
APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar

Page 21 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.1

Attachments
NRS-465-RS-T3-PICOTDevelopment x

Week 3 Participation
Start Date & Time Due Date & Time Points

Nov 25, 2024, 12:00 AM Dec 1, 2024, 11:59 PM 16

Topic 4: Development of Evidence-Based Practice Change Proposal II
Dec 2, 2024 – Dec 8, 2024 Max Points: 86

Objectives:

Compare change and nursing theories.1.
Propose a change or nursing theory for a capstone project change proposal intervention.2.
Synthesize discovered evidence-based research data for supporting the capstone project change proposal.3.

Resources

How to Conduct a Literature Review (REQUIRED)

Read “How to Conduct a Literature Review,” by Watts, from Podiatry Review (2020).

This resource discusses how to conduct an effective literature review, which is useful in completing this week’s
assignment.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=141359432&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

The Connection Between Nursing Theory and Practice (REQUIRED)

Read “The Connection Between Nursing Theory and Practice,” by Mintz-Binder, from Nursing Made Incredibly
Easy! (2019).

This article provides an overview of nursing theories and reviews how they are developed and applied into
practice. The latter part of the article lists examples of commonly applied nursing theories, which can be
helpful for further exploration.

https://oce-ovid-com.lopes.idm.oclc.org/article/00152258-201901000-00002/HTML

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Optional: Nursing Theories and Nursing Practice (OPTIONAL)

For additional information, the following is recommended:

Nursing Theories and Nursing Practice, by Smith (2019), available from ProQuest Ebook Central via the GCU
Library.

Review table of contents to get an idea of nursing theories and review sections of the book as applicable to
learn more about certain theories, which is applicable to the discussion forum for this week.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=5985004

Interpreting Outcomes 1 – Change and Difference: Linking Evidence to Practice (REQUIRED)

Review “Interpreting Outcomes 1 – Change and Difference: Linking Evidence to Practice,” by Kamper, from the
Journal of Orthopaedic and Sports Physical Therapy (2019).

This article discusses how to review research articles and determine applicability to one’s identified practice
problem.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=136608886&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

How to Appraise Qualitative Research (REQUIRED)

Read “How to Appraise Qualitative Research,” by Moorley and Cathala, from Evidence-Based Nursing (2019).

This article is helpful in the review and appraisal of qualitative research.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00124408-201901000-00004&LSLINK=80&D=ovft

Dynamics of Nursing: Art and Science of Professional Practice (REQUIRED)

Read the sections titled “Nursing Theory” and “Conceptual Models” in Chapter 2 of Dynamics in Nursing: Art and
Science of Professional Practice, by Dean, Falkner, Green, Helbig, and Whitney (2022).

This section of Chapter 2 discusses nursing theories and provides examples of various theories that are
commonly applied to nursing practice.

Decreased Pediatric Trauma Length of Stay and Improved Disposition with Implementation of
Lewin’s Change Model (REQUIRED)

Read “Decreased Pediatric Trauma Length of Stay and Improved Disposition with Implementation of Lewin’s
Change Model,” by Abd El-Shafy, Zapke, Sargeant, Princ, and Christopherson, from the Journal of Trauma
Nursing (2019).

This article provides an application-based example of Lewin’s Change Model and can be used as a guide for
the discussion forum this week.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00043860-201903000-00008&LSLINK=80&D=ovft

Page 23 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Assessments

Topic 4 DQ 1
Start Date & Time Due Date & Time Points

Dec 2, 2024, 12:00 AM Dec 4, 2024, 11:59 PM 5

Assessment Description

Assess the culture of the clinical site/organization and organizational policies for potential challenges in
implementing the nursing practice intervention. Why is understanding the health care system and clinical
system at the local level important to consider when planning an EBP implementation?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 4 DQ 2
Start Date & Time Due Date & Time Points

Dec 2, 2024, 12:00 AM Dec 6, 2024, 11:59 PM 5

Assessment Description

Compare and contrast two change and/or nursing theories. Explain which theory would best support the
implementation of your specific evidence-based intervention. Provide rationale for your choice. Gather
feedback on applying this theory to your clinical setting from your preceptor and share their insights in your
post.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Literature Evaluation Table
Start Date & Time Due Date & Time Points

Dec 2, 2024, 12:00 AM Dec 8, 2024, 11:59 PM 50

Assessment Description

In nursing practice, accurate identification and application of research is essential to achieving successful
outcomes. The ability to articulate research data and summarize relevant content supports the student’s
ability to further develop and synthesize the assignments that constitute the components of the capstone
project.

This assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature
Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you
Page 24 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

have selected. The articles should be current (published within the past 5 years) and closely relate to the PICOT
question developed earlier in this course. The articles may include quantitative research, descriptive analyses,
longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background
information for the purpose or problem identified in the proposed capstone project.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments
NRS-465-T4-RS-Literature Evaluation Table x

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Dec 2, 2024, 12:00 AM Dec 8, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 4 Participation
Start Date & Time Due Date & Time Points

Dec 2, 2024, 12:00 AM Dec 8, 2024, 11:59 PM 16

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Topic 5: Change Proposal Implementation Plan I
Dec 9, 2024 – Dec 15, 2024 Max Points: 111

Objectives:

Identify internal and external stakeholders for implementing a change proposal.1.
Develop a solution for addressing a clinical practice issue for improving patient outcomes.2.
Discuss the impact of a proposed nursing practice intervention.3.
Discuss steps for implementing a proposed nursing practice intervention for a capstone change proposal.4.

Resources

Appendix C: Stakeholder Analysis and Communication Tool (REQUIRED)

Read “Appendix C: Stakeholder Analysis and Communication Tool ” in Johns Hopkins Evidence-Based Practice for
Nurses and Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from
ProQuest Ebook Central via the GCU Library.

This tool is helpful in determining one’s stakeholders (relevant to this topic’s discussion forum) and thinking
about how to best communicate with them (relevant in this and next week’s topic).

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=317

Implementation: The Linchpin of Evidence-Based Practice Changes (REQUIRED)

Read “Implementation: The Linchpin of Evidence-Based Practice Changes,” by Tucker, from American Nurse
Today (2019).

This resource provides insights into planning for implementation and includes an overview of sustaining
change.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=135476149&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Community Stakeholder Preferences for Evidence-Based Practice Implementation Strategies
in Behavioral Health: A Best-Worst Scaling Choice Experiment (REQUIRED)

Read “Community Stakeholder Preferences for Evidence-Based Practice Implementation Strategies in
Behavioral Health: A Best-Worst Scaling Choice Experiment,” by Williams et al., from BMC Psychiatry (2021).

This study examines stakeholder preferences in implementation planning. It can be useful in planning for
stakeholder engagement.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=148497710&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

SMART Desired Outcomes Tool (REQUIRED)

Refer to the “SMART Desired Outcomes Tool” section of “Step 02. Goals and Desired Outcomes” from Getting
to Outcomes Guide for Community Emergency Preparedness, by Ebener, Hunter, Adams, Eisenman, Acosta, and
Chinman (2017), available on the RAND Corporation website.

This tool offers examples of objectives (goals) and associated outcomes. This will help you in completing this

Page 26 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

topic’s assignment.

https://www.rand.org/pubs/tools/TL259/step-02.html

Organizational Structures and Processes in Nurse-Led, Evidence-Based Practice Projects That
Lead to Measurable Outcomes: A Scoping Review Protocol (REQUIRED)

Read “Organizational Structures and Processes in Nurse-Led, Evidence-Based Practice Projects That Lead to
Measurable Outcomes: A Scoping Review Protocol,” by Carroll, Murphy, Romano, and Uremovich, from JBI
Evidence Synthesis (2021).

This article provides a good overview of organizational structures and processes that impact nurse-led EBP
implementation.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=02174543-202110000-00020&LSLINK=80&D=ovft

Implementation Science: Application of Evidence�Based Practice Models to Improve
Healthcare Quality (REQUIRED)

Read “Implementation Science: Application of Evidence�Based Practice Models to Improve Healthcare
Quality,” by Tucker et al., from Worldviews on Evidence-Based Nursing (2021).

This resource examines various models that can be used to implement EBP.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=149844301&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Appendix H: Synthesis and Recommendations Tools (REQUIRED)

Read “Appendix H: Synthesis and Recommendations Tools” in Johns Hopkins Evidence-Based Practice for Nurses
and Healthcare Professionals, by Dang, Dearholt, Bissett, Ascenzi, and Whalen (2021), available from ProQuest
Ebook Central via the GCU Library.

Appendix H is helpful in synthesizing research evidence in order to form recommendations for your project
using research findings.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6677828&ppg=348

Assessments

Topic 5 DQ 1
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 11, 2024, 11:59 PM 5

Assessment Description

Stakeholder support is necessary for a successful project implementation. Consider your internal
stakeholders, such as the facility, unit, or health care setting where the change proposal is being considered,
and your external stakeholders, like an individual or group outside the health care setting. Based on your
assessment, identify two internal and two external stakeholders. Why is their support necessary to the success
of your change proposal? Identify one unique strength (as a person/nurse) that would help you secure support
from stakeholders in order to develop effective interprofessional relationships.

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Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.5, 6.2, 9.1

Topic 5 DQ 2
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 13, 2024, 11:59 PM 5

Assessment Description

Technology is integral to successful implementation in many projects, through either support or integration or
both. Name two information/communication technologies that could improve the implementation process
and the outcomes of your capstone project. How would this technology be appropriately applied during the
implementation phase of your project? Describe one potential barrier that could prevent the use of this
technology.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 8.1, 8.3

Benchmark – Capstone Change Project Implementation Plan
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 15, 2024, 11:59 PM 45
Assessment Traits

Requires LopesWrite

Benchmark

Assessment Description

The purpose of this assignment will be to begin developing an implementation plan for your project.

In 750-1,000-words, include the following in your plan:

In 1-2 sentences, summarize the problem or issue being addressed by your proposed change project.1.
Based on the assessment of your practicum site and the literature evaluation you completed in Topic 4, 2.
propose how you will address the identified problem or issue (this will be the solution). Solutions should
include sociocultural and linguistic considerations and affect nursing practice.
Discuss steps for how the nursing practice intervention will be implemented in the capstone project change 3.
proposal proposed above. In your discussion include the impact it will have on nursing practice.

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Write a list of three to five objectives for your proposed intervention. Remember, objectives serve as the 4.
goals of your project.
Based on your objectives, develop a list of three to five measurable outcomes for your proposed 5.
intervention. Remember, outcomes serve as the tangible, measurable results of implementing your project
and should align with your objectives.
Provide a rationale for how your proposed project, objectives, and outcomes demonstrate respect for 6.
autonomy (self-determination) for individuals and diverse populations.

You are required to cite a minimum of two peer-reviewed sources to complete this assignment. Sources must
be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

5.1: Apply quality improvement principles in care delivery.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 2.8. 3.1, 5.1

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 15, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Page 29 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Midterm Evaluation of Student Using the Clinical Evaluation Tool (CET)
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 15, 2024, 11:59 PM 20

Assessment Description

The preceptor will perform a midterm evaluation with the faculty. The preceptor will input the evaluation
content into ThunderTime, which will be visible in the student’s Lopes Activity Tracker once completed by the
preceptor. The student will upload the evaluation into the digital classroom after meeting with the preceptor
to discuss the midterm evaluation. If the student receives an “Unacceptable” or “Below Expectations” in any
category, the student will remediate for that category of the CET.

Both the student and preceptor must sign the form. The midterm evaluation is a clinical artifact that is
necessary to meet clinical requirements for this course. Therefore, the evaluation should be submitted with the
preceptor’s hand-written signature. A typed electronic signature will not be accepted.

Students must submit all assigned deliverables, assessments, and evaluations including documentation of 100
clinical hours approved by an assigned preceptor (due in Topic 10). Additionally, students requiring
remediation, must complete remediation successfully with their faculty and preceptor. Failure to submit all
assignments, evaluations, and remediation (if applicable) will result in an “incomplete” or a failing grade.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Practice Experience Conference (Mid-Conference)
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 15, 2024, 11:59 PM 10

Assessment Description

Students are required to initiate a mid-conference that will occur during Topic 5, using the “Practice Experience
Conference Form (Mid-Conference)” resource. This conference is intended for the student, preceptor, and
faculty to discuss progress toward meeting the learning goals and course objectives contained in the Individual
Success Plan (ISP). Progress toward completing the written capstone project will also be discussed, including
faculty recommendations for project development.

Student progress will be documented on the “Midterm Evaluation of Student using the Clinical Evaluation Tool
(CET)”, which is submitted in the online classroom prior to the conference. The CET will be discussed during
the mid-conference and graded in the online classroom by the faculty after the mid-conference.

The “Practice Experience Conference Form” is a clinical document that is necessary to meet clinical requirements for
this course. Therefore, the approval form should be submitted with the preceptor’s hand-written signature. A typed
electronic signature will not be accepted.

Page 30 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Attachments
NRS-465-RS-PracticeExperienceConferenceForm x

Week 5 Participation
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Dec 15, 2024, 11:59 PM 16

Clinical Practice Experience Remediation
Start Date & Time Due Date & Time Points

Dec 9, 2024, 12:00 AM Jan 5, 2025, 11:59 PM 0
Assessment Traits

Requires LopesWrite

Assessment Description

Students who are not making appropriate progress on their capstone project and receive an “Unacceptable”
or “Below Expectations” on the CET will be required to complete remediation activities. Required remediation
activities are listed on the “NRS-465: Clinical Experience Remediation” document. The required activities must
be submitted in the digital classroom upon their completion by the end of Topic 7. All required remediation
activities will be reviewed and approved by the faculty.

The “NRS-465: Clinical Practice Experience Remediation” form is a clinical document that is necessary to meet
clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-
written signature. A typed electronic signature will not be accepted.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Attachments
NRS-465-RS-T5-ClinicalPracticeRemediation x

Topic 6: Change Proposal Implementation Plan II
Dec 16, 2024 – Dec 22, 2024 Max Points: 81

Objectives:

Describe how leadership and economic models of health care improve patient outcomes.1.
Select resources essential for a change proposal in collaboration with a clinical site preceptor.2.
Synthesize evidence-based research for a capstone project.3.

Resources

Synthesis (REQUIRED)

Explore “Synthesis” from the Aultman Health Sciences Library (2023).

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This resource, which includes videos, provides information on how to synthesize literature from a literature
review. It is helpful in completing this week’s assignment.

https://aultman.libguides.com/c.php?g=545558&p=7711993

What Are Resources, and Why Are They Important? (REQUIRED)

This guide helps students determine resources for their project and is directly applicable to this week’s
assignment related to resource identification.

NRS-465-RS-T6-TypesofResources x

How To Synthesize Written Information From Multiple Sources (REQUIRED)

Read “How To Synthesize Written Information From Multiple Sources,” by McCombes, from SimplyPsychology
(2023).This website provides a guide on how to synthesize information from various research articles and
includes examples. It is useful in completing this week’s assignment.

https://www.simplypsychology.org/
synthesising.html#:~:text=Synthesizing%20simply%20means%20combining.,to%20make%20an%20overall%20
point

Why, When, Who, What, How, and Where for Trainees Writing Literature Review Articles
(REQUIRED)

Review “Why, When, Who, What, How, and Where for Trainees Writing Literature Review Articles,” by Koons,
Schenke-Layland, and Mikos, from Annals of Biomedical Engineering (2019).

This article provides a step-by-step guide for writing literature review articles. Although we are not writing a
literature review articles, the steps discussed are still relevant to writing a literature review for this course.

https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/why-when-who-what-how-
where-trainees-writing/docview/2228412966/se-2

Assessments

Topic 6 DQ 1
Start Date & Time Due Date & Time Points

Dec 16, 2024, 12:00 AM Dec 18, 2024, 11:59 PM 5

Assessment Description

After discussion with your preceptor, describe how leadership and economic models of health care can be
used to optimize EBP to improve patient outcomes.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 6 DQ 2
Start Date & Time Due Date & Time Points

Page 32 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Dec 16, 2024, 12:00 AM Dec 20, 2024, 11:59 PM 5

Assessment Description

Provide an overview of your implementation plan developed in Topic 5 and discuss any modifications that
need to be made.

In responses to your peers, provide suggestions on how the implementation plan can be improved.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Benchmark – Literature Review
Start Date & Time Due Date & Time Points

Dec 16, 2024, 12:00 AM Dec 22, 2024, 11:59 PM 40
Assessment Traits

Requires LopesWrite

Benchmark

Assessment Description

While the implementation plan prepares students to apply their research to the problem or issue they have
identified for their capstone project change proposal, the literature review enables students to map out and
move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and
what is not known in the evidence. Students will use the PICOT question from the earlier “PICOT Question”
template and information from the “Literature Evaluation Table” assignment to develop a review.

Using eight peer-reviewed articles, write 750-1,000-word review that includes the following sections:

Introduction section (including PICOT Question)
A summary of the purpose of the studies
A comparison of sample populations
A synthesis of the studies’ conclusions (when looking at all of the studies together, group the conclusions
by themes )
A summary of the limitations of the studies
A conclusion section, incorporating recommendations for further research

You are required to cite a minimum of eight peer-reviewed articles to complete this assignment. Sources must
be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Page 33 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

4.1: Advance the scholarship of nursing.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 4.1

Capstone Change Project Resources
Start Date & Time Due Date & Time Points

Dec 16, 2024, 12:00 AM Dec 22, 2024, 11:59 PM 5

Assessment Description

Collaborate with your preceptor to assess the clinical site for resources needed for the change proposal.
Review your proposed implementation plan thus far to determine what resources would be needed if the
change proposal were to be implemented.

Write a list of at least four resources you will need in order to implement your change proposal.

The assignment will be used to develop the capstone project change proposal.

You are not required to submit this assignment to LopesWrite.

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Dec 16, 2024, 12:00 AM Dec 22, 2024, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

Page 34 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

This report is to be submitted in every topic.

Week 6 Participation
Start Date & Time Due Date & Time Points

Dec 16, 2024, 12:00 AM Dec 22, 2024, 11:59 PM 16

Topic 7: Change Proposal Evaluation Plan
Dec 30, 2024 – Jan 5, 2025 Max Points: 71

Objectives:

Create a plan for evaluating outcomes of a proposed nursing practice intervention for a change proposal.1.
Explain how economics, policy, and regulatory requirements impact care outcomes.2.

Resources

Step 08. Outcome Evaluation (REQUIRED)

Read “Step 08. Outcome Evaluation” from Getting to Outcomes Guide for Community Emergency Preparedness, by
Ebener, Hunter, Adams, Eisenman, Acosta, and Chinman (2017), available on the RAND Corporation website.

This resource provides information on how to develop an evaluation plan for your project. It has great
examples, which can be helpful in completing this week’s assignment.

https://www.rand.org/pubs/tools/TL259/step-08.html

Chapter 7: Evaluation (REQUIRED)

Read “Chapter 7: Evaluation from The Peace Model for Evidence-Based Practice for Clinical Nurses, by Rivera and
Fitzpatrick (2021), available from ProQuest Ebook Central via the GCU Library.

Read ebook pages 169-172 from start of chapter through end of section “EBP Evaluation.” These sections
provide an overview of the evaluation of evidence-based practice projects.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=169

Assessments

Topic 7 DQ 1
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 1, 2025, 11:59 PM 5

Page 35 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

Assessment Description

In order to evaluate an evidence-based practice project, it is important to be able to determine the
effectiveness of your change. Based on faculty feedback from your Topic 5 implementation plan, make
updates to your objectives and outcomes. List one objective and its associated outcome. How will you be able
to evaluate whether or not this outcome was met? Discuss how using this process of evaluation will allow you
to evaluate whether your project made a difference in practice.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 7 DQ 2
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 3, 2025, 11:59 PM 5

Assessment Description

Look ahead at the Topic 8 Benchmark – Capstone Project Change Proposal assignment. What additional
information do you need to complete your capstone project paper in Topic 8? Describe your plan to obtain it.
Identify one area of the Topic 8 assignment that you will need to review and potentially revise. Discuss the
aspects that you might want additional feedback on from your peers and post it here.

In responses to your peers, provide feedback on areas classmates identified in their initial DQ response and
suggest ways to improve or additional considerations to take into account.

Initial discussion question posts should be a minimum of 200 words. References will not be required.
Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ
Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for
initial discussion question posts and participation posts, respectively. Please note: Criterion 2 on the “RN-BSN
DQ Rubric” will only assess for word count.

Benchmark – Professional Capstone and Practicum Reflective Journal – Topic 7
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 5, 2025, 11:59 PM 15
Assessment Traits

Benchmark

Assessment Description

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the
following reflective questions:

You have developed a list of resources needed for your project implementation in Topic 6. To complete this
reflective journal, discuss with your preceptor the relationship between policy, regulatory requirements,
and economics on care outcomes. Discuss how regulatory requirements and financial resources available

Page 36 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

will impact your project. How do you think this will impact the care that your practicum site will be able to
provide?
Reflect on the relationship you discussed above as well as your practicum site experience. Provide an
example from your practicum site of these relationships or discuss an example from your professional or
personal experience.

While APA style is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

7.2: Incorporate consideration of cost-effectiveness of care.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 7.2

Capstone Change Project Evaluation Plan
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 5, 2025, 11:59 PM 20
Assessment Traits

Requires LopesWrite

Assessment Description

The purpose of this assignment will be to develop an evaluation plan for your capstone change project.

Review your implementation plan including the objectives and outcomes and review your required resources.
Then, develop a process to evaluate the intervention if it were implemented.

Use the “Capstone Change Project Evaluation Plan” template to complete the assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

Page 37 Grand Canyon University 2024 © Prepared on: Nov 11, 2024, 8:48 PM

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.1

Attachments
NRS-465-T7-RS-Capstone Change Project Evaluation Plan Example x
NRS-465-T7-RS-Capstone Change Project Evaluation Plan x

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 5, 2025, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 7 Participation
Start Date & Time Due Date & Time Points

Dec 30, 2024, 12:00 AM Jan 5, 2025, 11:59 PM 16

Topic 8: Evidence-Based Capstone Project Change Proposal I
Jan 6, 2025 – Jan 12, 2025 Max Points: 196

Objectives:

Synthesize components of a project change proposal into a culminating project.1.
Identify potential barriers to the implementation of a change proposal.2.
Propose solutions for overcoming potential barriers.3.

Resources

Unit Leadership and Climates for Evidence�Based Practice Implementation in Acute Care: A
Cross�Sectional Descriptive Study (REQUIRED)

Review “Unit Leadership and Climates for Evidence�Based Practice Implementation in Acute Care: A Cross�
Sectional Descriptive Study,” by Shuman, Powers, Banaszak-Holl, and Titler, from the Journal of Nursing
Scholarship (2019).

This study examines leadership and nurse views of evidence-based practice implementation in acute care.

https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/unit-leadership-climates-
evidence-based-practice/docview/2169563834/se-2?accountid=7374

Evidence-Based Practice Should Be Goal for Everyone (REQUIRED)

Review “Evidence-Based Practice Should Be Goal for Everyone,” from Hospital Peer Review (2020).

This resource discusses important consideration related to evidence-based practice in health care settings.

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/trade-journals/evidence-
based-practice-should-be-goal-everyone/docview/2506740066/se-2?accountid=7374

Statistical, Practical and Clinical Significance and Doctor of Nursing Practice Projects
(REQUIRED)

Review “Statistical, Practical and Clinical Significance and Doctor of Nursing Practice Projects” by Carpenter,
Waldrop, and Carter-Templeton, from Nurse Author and Editor (2021).

This article reviews statistical significance as well as clinical significance. It is relevant for the discussion forum
this week.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=154358423&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Implementation Science: A Critical Strategy Necessary to Advance and Sustain Evidence�
Based Practice (REQUIRED)

Review “Implementation Science: A Critical Strategy Necessary to Advance and Sustain Evidence�Based
Practice,” by McNett, Tucker, and Melnyk, from Worldviews on Evidence-Based Nursing (2019).

This article introduces the idea of implementation science and the role it plays in sustaining change.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=136821434&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Development and Implementation of a Model for Research, Evidence-Based Practice, Quality
Improvement, and Innovation (REQUIRED)

Review “Development and Implementation of a Model for Research, Evidence-Based Practice, Quality
Improvement, and Innovation,” by Hagle, Dwyer, Gettrust, Lusk, Peterson, and Tennies, from Journal of Nursing

Care Quality (2020).

This article reviews the development of an evidence-based practice implementation model.

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001786-202004000-00002&LSLINK=80&D=ovft

Assessments

Topic 8 DQ 1
Start Date & Time Due Date & Time Points

Jan 6, 2025, 12:00 AM Jan 8, 2025, 11:59 PM 5

Assessment Description

Based on your Topic 7 Capstone Change Project Evaluation Plan, explain the dependent variable that is being
measured and the independent variable that is being manipulated. Hypothesize the results of the
manipulation of the independent variable and the change you expect to occur in the dependent variable.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 8 DQ 2
Start Date & Time Due Date & Time Points

Jan 6, 2025, 12:00 AM Jan 10, 2025, 11:59 PM 5

Assessment Description

Not all EBP projects result in statistically significant results. Explain the difference between clinical and
statistical significance. How can you use clinical significance to support positive outcomes in your project?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Benchmark – Capstone Project Change Proposal
Start Date & Time Due Date & Time Points

Jan 6, 2025, 12:00 AM Jan 12, 2025, 11:59 PM 160
Assessment Traits

Requires LopesWrite

Benchmark

Assessment Description

In this assignment, students will pull together the capstone project change proposal components they have
been working on throughout the course to create a proposal inclusive of sections for each content focus area
in the course. For this project, the student will apply evidence-based research steps and processes required as
the foundation to address a clinically oriented problem or issue in future practice.

Develop a 2,500-3,000-word written project that includes the following information as it applies to the
problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

Background of clinical problem1.
Clinical problem statement (Topic 3 assignment)2.
Purpose of the change proposal in relation to providing patient care in the changing health care system 3.
(Topic 2 assignment)
PICOT question (Topic 3 assignment)4.
Literature search strategy employed (Topic 4 assignment)5.
Synthesis of literature review (Topic 6 assignment)6.
Applicable change or nursing theory utilized (Topic 4 DQ 2)7.
Proposed implementation plan with outcome measures (Topic 5 assignment)8.
Plan for evaluating the proposed nursing intervention (Topic 6 assignment)9.
Identification of potential barriers to plan implementation, and a discussion of how these could be 10.
overcome (Topic 5 DQ 2 and any other barriers that have not yet been considered)
Appendix section: Update the Capstone Change Project Evaluation plan developed in Topic 7 as needed. 11.
Include it as Appendix A. Additional items developed for your capstone project (i.e., patient or staff
education materials, etc.) can also be attached but are optional.

Review the feedback from your instructor on the Capstone Project assignments submitted throughout the
course and referenced above. Use this feedback to make appropriate revisions to these before submitting.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must
be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

1.3: Demonstrate clinical judgment founded on a broad knowledge base.

2.5: Develop a plan of care.

4.2: Integrate best evidence into nursing practice.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 1.3, 2.5, 3.3, 3.5, 4.2, 10.2, 10.3

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Jan 6, 2025, 12:00 AM Jan 12, 2025, 11:59 PM 10

Assessment Description

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Week 8 Participation
Start Date & Time Due Date & Time Points

Jan 6, 2025, 12:00 AM Jan 12, 2025, 11:59 PM 16

Topic 9: Evidence-Based Capstone Project Change Proposal II
Jan 13, 2025 – Jan 19, 2025 Max Points: 66

Objectives:

Design a professional presentation for dissemination of the capstone project change proposal.1.
Reflect on practicum experience for personal and professional growth as a health care professional.2.

Resources

Evidence�Based Practice: A New Dissemination Guide (REQUIRED)

Read “Evidence�Based Practice: A New Dissemination Guide,” by Dean, Gallagher, and Connor, from
Worldviews on Evidence-Based Nursing (2021).

This resource provides an overview of EBP dissemination and promotes standardizing the approach in health
care.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=148722350&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice
(REQUIRED)

Read “Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice,” by Ost, Blalock,
Fagan, Sweeney, and Miller-Hoover, from Critical Care Nurse (2020).

This article discusses the barriers to evidence-based practice implementation and offers possible solutions.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=143440827&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

GCU Library Public Speaking and Presentations Research Guide (REQUIRED)
Review the “Public Speaking and Presentations” Research Guide, located on the GCU Library website, for
resources to help develop speeches and create presentations.
https://libguides.gcu.edu/PublicSpeaking

Creating Effective PowerPoint Presentations in APA or MLA Style (REQUIRED)

Review “Creating Effective PowerPoint Presentations in APA or MLA Style.” This PowerPoint example provides
tips and tricks for creating effective presentations and includes additional tips in the speaker notes. It is helpful
in developing the capstone change project presentation in this topic.

https://ssc.gcu.edu/#/page/writing-center/3553

Putting Data into Context. In Ultimate Presentations: Master Interviews and Presentations to
Land Your Dream Job (REQUIRED)

Read “Putting Data Into Context” from Ultimate Presentations: Master Interviews and Presentations to Land Your
Dream Job, by Surti (2021), available from Books 24×7 via the GCU Library.

This resource provides examples of how data can be used to make an impact in your presentation. This
resource is helpful in competing this week’s assignment.

https://lopes.idm.oclc.org/login?url=http://library.books24x7.com.lopes.idm.oclc.org/library.asp?
%5eB&bookid=156906&chunkid=650155437&rowid=141

Tips for Creating and Delivering an Effective Presentation (REQUIRED)

Review “Tips for Creating and Delivering an Effective Presentation,” located on the Microsoft website (2022).

This resource includes tips for creating effective presentations and will be useful in completing this week’s
assignment.

https://support.microsoft.com/en-us/office/tips-for-creating-and-delivering-an-effective-presentation-
f43156b0-20d2-4c51-8345-0c337cefb88b

Assessments

Topic 9 DQ 1
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 15, 2025, 11:59 PM 5

Assessment Description

Discuss one personal strength and one weakness you have regarding professional presentations. Name one
method for improvement for each of these, and discuss why it is important for you to improve on these skills
based on self-awareness if you want to present your findings in a more formal setting.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 9 DQ 2
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 17, 2025, 11:59 PM 5

Assessment Description

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical
component of EBP is to ensure that practice change is part of an organization’s culture so it will continue to
impact outcomes over time. Name two potential barriers that may prevent your evidence-based change
proposal from continuing to obtain the same desired results 6 months to a year from now and your strategies
for overcoming these challenges.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Benchmark- Capstone Project Change Proposal Presentation for Faculty Review and Feedback
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 19, 2025, 11:59 PM 15

Assessment Traits

Requires LopesWrite

Benchmark

Assessment Description

The purpose of this assignment is to develop a presentation for your capstone project change proposal that
you will present in Topic 10 to leaders and interprofessional stakeholders at your practicum site.

Prepare a presentation using as a guide the Topic 8 “Benchmark – Capstone Project Change Proposal” that was
completed previously.

Students will disseminate this presentation to leadership at the practicum site in Topic 10. Reach out to your
preceptor to collaborate on confirming a date and time to present this PowerPoint to an
interprofessional audience of leaders and stakeholders at the practicum site.

Prepare a 10-15-slide PowerPoint presentation of your capstone project change proposal to include the
following:

Identify the clinical problem statement and explain the purpose of the evidence-based change proposal.1.
Summarize the evidence/literature, including connection to the proposed plan.2.
Propose an implementation plan with an intervention and outcome measures.3.
Outline the roles and responsibilities of the various interprofessional stakeholders who will be needed in 4.
order to implement the plan. Roles and responsibilities discussed should be specific to the implementation
of your proposed project.
Describe the resources needed for project implementation.5.
Discuss the evaluation plan for proposed nursing intervention.6.

Provide a minimum of three references to accompany in-text citations used throughout the PowerPoint
presentation.

In preparing your presentation, consider the stakeholders who will be part of your audience and ensure you
incorporate appropriate messaging and communication strategies for that audience. Submit the presentation
in the digital classroom for feedback from the instructor.

Title slide and reference slide are not included in the slide count. Include speaker notes below each content-
related slide that represent what would be said if giving the presentation in person. Expand upon the
information included in the slide and do not simply restate it. Please ensure the speaker notes include a
minimum of 50-100 words per slide.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for
additional guidance on completing this assignment in the appropriate style.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

6.3: Use knowledge of nursing and other professions to address healthcare needs.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.2, 3.5, 6.1, 6.3

Lopes Activity Tracker
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 19, 2025, 11:59 PM 10

Assessment Description

Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you

Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file
and submit it though the assignment drop box for faculty approval.

This report is to be submitted in every topic.

Professional Capstone and Practicum Reflective Journal – Topic 9
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 19, 2025, 11:59 PM 15

Assessment Description

Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the
following reflective questions:

Based on your practicum experience, describe leadership behaviors you have observed from your
preceptor and from other leaders at the practicum site.
Discuss leadership behaviors you have demonstrated during your practicum experience to communicate a
consistent image of the nurse as a leader.
Reflect on the leadership skills you have gained during your practicum experience. Describe two leadership
areas in which you would like to further improve. Discuss one way in which you will work to improve in
these areas.

While APA style is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is
located in Class Resources if you need assistance.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 10.3

Week 9 Participation
Start Date & Time Due Date & Time Points

Jan 13, 2025, 12:00 AM Jan 19, 2025, 11:59 PM 16

Topic 10: Change Proposal Dissemination and Reflection
Jan 20, 2025 – Jan 26, 2025 Max Points: 121

Objectives:

Disseminate a proposed change proposal for an identified nursing issue or problem.1.
Reflect on the presentation of the capstone project change proposal.2.
Demonstrate interprofessional collaboration and respect for the perspectives of other professionals in the 3.
dissemination of the capstone project change proposal.
Demonstrate self-efficacy consistent with one’s professional development.4.

Resources

Chapter 8: Disseminate Findings (REQUIRED)

Read “Nail Your Presentation – Even When Your Time Is Cut Short,” by Riegel, from Harvard Business Review
Digital Articles (2023).

This article provides tips on presenting effectively in a variety of settings.

https://ebookcentral-proquest-com.lopes.idm.oclc.org/lib/gcu/reader.action?docID=6785208&ppg=183

Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry
Expansion (REQUIRED)

Read “Clinical Research and Practice Collaborative: An Evidence-Based Nursing Clinical Inquiry Expansion,” by
Migliore, Chouinard, and Woodlee, from Military Medicine (2020).

This resource provides an overview of the barriers to EBP implementation and reviews the steps of the EBP
process, which is useful in this week’s discussion.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=cul&AN=143880439&site=ehost-
live&scope=site&custid=s8333196&groupid=main&profile=ehost

Assessments

Topic 10 DQ 1
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 22, 2025, 11:59 PM 5

Assessment Description

Describe one internal and one external method for the dissemination of your evidence-based change
proposal. For example, an internal method may be the hospital board, and an external method may be a
professional nursing organization. Discuss why it is important to report your change proposal to both of these
groups. How will your communication strategies change for each group?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

Topic 10 DQ 2
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 24, 2025, 11:59 PM 5

Assessment Description

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Include in your discussion
how professional accountability affects EBP implementation and utilization. Identify two ways in which you will
continue to integrate evidence into your practice and encourage it within your work environment. What
obstacles could challenge this plan, and what steps will you take to minimize their impact?

Initial discussion question posts should be a minimum of 200 words and include at least two references cited
using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to
“RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the
expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.3

Benchmark – Capstone Project Change Proposal Dissemination and Reflection
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 10

Assessment Traits

Benchmark

Assessment Description

The purpose of this assignment is to reflect on the dissemination of the Capstone Project Change Proposal
PowerPoint developed in Topic 9 and presented this week.

Present the PowerPoint you created in Topic 9 to a group of relevant interdisciplinary leaders or
stakeholders at your practicum site.

After presenting your PowerPoint, write a 250-500-word reflection that includes the following:

Describe who was part of the audience for your presentation and their role related to the proposed
project.
Describe two ways in which you communicated professionally during your presentation.
Discuss the feedback and questions received from the audience after your presentation. Identify any
biases that might have affected your presentation of your project.
Describe how this interprofessional collaboration and experience will affect your professional practice in
the future.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN-BSN

6.4: Work with other professions to maintain a climate of mutual learning, respect, and shared values.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 6.4, 9.2, 10.2

Final Evaluation of Student Using the Clinical Evaluation Tool (CET)
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 20

Assessment Description

The preceptor will complete your final evaluation in ThunderTime, which will be visible in the student’s Lopes
Activity Tracker once completed by the preceptor.

Both the student and preceptor must sign the form. The final evaluation is a clinical artifact that is necessary to
meet clinical requirements for this course. Therefore, the evaluation should be submitted with the preceptor’s hand-
written signature. A typed electronic signature will not be accepted.

The final evaluation is completed and submitted by the student to the dropbox in the digital classroom.

Students must submit all assigned deliverables, assessments, and evaluations including documentation of 100
clinical hours approved by an assigned preceptor. Failure to submit all assignments, evaluations, and midterm
remediation (if applicable) will result in an “incomplete” or a failing grade. If there are any competencies on the
final evaluation that are “Below Expectations,” this may result in failure of the course.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Finalized Individual Success Plan (ISP)
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 25

Assessment Description

The completed Individual Success Plan (ISP) signed off by the preceptor must be submitted to the digital
classroom for faculty approval. Student expectations and instructions for completing the ISP document are
provided on the “NRS-465 Individual Success Plan” document. Faculty must approve of the completed ISP.
Obtaining preceptor feedback and signature is the responsibility of the student.

The Individual Success Plan is a clinical document that is necessary to meet clinical requirements for this course.
Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will
not be accepted.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 9.3

Indirect Clinical Practice Experience
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 10

Assessment Description

Submit the completed “NRS-465 Indirect Clinical Practice Experience Hours” form to the digital classroom by
the end of Topic 10.

Attachments
NRS-465-RS-Indirect-Clinical-Practice-Experience-Hours x

Lopes Activity Tracker Final Submission
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 10

Assessment Description

category.

At the end of the course, download the electronic summary of your practicum experience from the LAT. Save
the file and submit it through the assignment dropbox for faculty approval.

This submission is required in order to receive a final grade in the course.

In order to receive a passing grade in the course, students are required to have met the required
number of approved practicum hours: 50 hours in leadership and 50 hours in community.

Practice Experience Conference (Post-Conference)
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 10

Assessment Description

Students are required to initiate a post-conference that will occur during Topic 10, using the “Practice
Experience Conference Form.” This meeting is intended for the student, preceptor, and faculty to discuss the
completion of the clinical practice experience, the learning goals contained in the Individual Success Plan (ISP),
and course learning objectives. Completion of the written capstone project change proposal will also be
discussed, including preceptor recommendations. Completion of the clinical practice experience will be
documented on the “Final Evaluation of Student using the “Clinical Evaluation Tool” (CET), which is submitted
in the digital classroom prior to the post-conference. The CET will be reviewed during the post-conference
including recommendations from the preceptor. Faculty will grade the submitted CET in the online classroom
after the conference.

Student Evaluation of Preceptor and Site
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 10

Assessment Description

Access the Lopes Activity Tracker to complete the “Student Evaluation of Preceptor and Site.” Upload and
submit the evaluation through the dropbox in the digital classroom.

Week 10 Participation
Start Date & Time Due Date & Time Points

Jan 20, 2025, 12:00 AM Jan 26, 2025, 11:59 PM 16

NRS-465: Rubric: Evaluation of Student by Preceptor

10%

Criteria

% Value

1: Unacceptable

2: Below Expectations

3: Meets Expectations

% Scaling

75%

100%

Judgement/Common Sense

10%

Student never responds to clinical situations logically nor demonstrates good judgement and does not consider the cost/benefits and ethical principles.

Student inconsistently responds to clinical situations logically and demonstrates good judgement, and rarely considers the cost/benefits and ethical principles.

Student consistently responds to clinical situations logically and demonstrates good judgement and does consider the cost/benefits and ethical principles.

Community as a Client and Partner

Student never considers the community as client throughout the course.

Student inconsistently considers the community as client throughout the course.

Student consistently considers community as client throughout the course.

Attitude/Cooperation

Student never maintains professional composure and never accepts instruction; is not well motivated and does not show enthusiasm.

Student inconsistently maintains professional composure and rarely accepts instruction; is

somewhat motivated and shows little enthusiasm.

Student consistently maintains professional composure and routinely accepts instruction; is

well-motivated and does show enthusiasm.

Accountability/Dependability

Student is never in good attendance, nor punctual, nor well prepared; and does not meet minimum clinical hour requirements.

Student is inconsistent in attendance, punctuality and is rarely well prepared; and does not meet minimum clinical hour requirements.

Student is consistently in good attendance, punctual and well prepared; and does meet minimum clinical hour requirements.

Communication Skills

Student never communicates well with staff and patients. Oral and written communication is never free of errors.

Student inconsistently communicates with staff and patients. Oral and written is inconsistently free of errors.

Student consistently communicates well with staff. Oral and written communication is consistently free of errors.

Critical Thinking Skills

Student never applies critical thinking skills in clinical practice.

Student inconsistently applies critical thinking skills in clinical practice.

Student consistently applies critical thinking skills in clinical practice.

Professionalism/Collaboration

Student never articulates the specific scope of the change project proposal and never collaborates with other health care partners.

Student inconsistently articulates the specific scope of the change project proposal and inconsistently collaborates with other health care partners.

Student consistently articulated the specific scope of the change project proposal and consistently collaborates with other health care partners.

Leadership Role

Student never demonstrates leadership skills in client care and professional relationships.

Student inconsistently demonstrates leadership skills in client care and professional relationships.

Student consistently demonstrates leadership skills in client care and professional relationships.

Ethical Principles/Care

Student never provides safe, quality, cost-effective care with ethically sound solutions across the life span.

Student inconsistently provides safe, quality, cost-effective care with ethically sound solutions across the life span.

Student consistently provides safe, quality, cost-effective care with ethically sound solutions across the life span.

Evidence-based practice

Student never considers evidence-based practice when determining needs, interventions, and outcomes.

Student inconsistently considers evidence-based practice when determining needs, interventions, and outcomes.

Student consistently considers evidence-based practice when determining needs, interventions, and outcomes.

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