See attached documents
Practice Experience Conference (Post-Conference) Details
Students are required to initiate a Post- Conference that will occur during Topic 10. 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 “Clinical Evaluation Tool” (CET), which is submitted in LoudCloud 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 after the conference.
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities
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.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
Scholarly Activities
Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.
You are required to post at least one documented scholarly activity by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.
Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
APA style is not required, but solid academic writing is expected.
Capstone Project Change Proposal Presentation
Review the feedback on the change proposal professional presentation and make required adjustments to the presentation. Present your evidence-based intervention and change proposal to an interprofessional audience of leaders and stakeholders. Be prepared to answer questions and accept feedback.
After presenting your capstone project change proposal, write a 250-350 word summary of the presentation. Include a description of the changes that were suggested by your preceptor before your presentation and how you incorporated that feedback. Describe how this interprofessional collaboration improved the effectiveness of your presentation. Include a description of the feedback and questions from your audience after your presentation, and how this experience will affect your professional practice in the future.
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.
Practice Experience Conference Form (Post-Conference)
Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.
Overall Course Objectives
:
This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.
Student Specific Objectives:
Students are responsible for completing all experiences as mandated for program.
A
pre-conference
will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and preceptor during this practicum experience. All faculty and preceptor contact information will be given to each party per the student. Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.
A
mid-conference/evaluation
will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET). Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development
Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.
Preceptor contact information (email or phone): _______________________________________
Preceptor Signature: __________________________________ Date: _______________
Student Signature: ____________________________________ Date: _______________
Review progress towards meeting goals/ object
Scholarly Activities
This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a p
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| NRS-493 | NRS-493-O501 | Literature Evaluation Table | 50.0 | |||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% | |||||||
| Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article | 5.0% | Author, journal (peer-reviewed), and permalink or working link to access article section is not included. | Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete. | Author, journal (peer-reviewed), and permalink or working link to access article section is present. | Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed. | Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details. | ||
| Article Title and Year Published | 5.0% | Article title and year published section is not included. | Article title and year published section is present, but it lacks detail or is incomplete. | Article title and year published section is present. | Article title and year published section is clearly provided and well developed. | Article title and year published section is comprehensive and thoroughly developed with supporting details. | ||
| Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study | 10.0% | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details. | ||
| Design (Type of Quantitative, or Type of Qualitative) | 5.0% | Design (type of quantitative, or type of qualitative) section is not included. | Design (type of quantitative, or type of qualitative) section is present, but it lacks detai
2
Fasilat Olasumbo College Name: Grand Canyon University NRS-493: Professional Capstone and Practicum Instructor: Chris Bartholomew 11/28/2021 Capstone Project Change Proposal Presentation Safely managed water, sanitation, and hygiene (WASH) services are essential in preventing and promoting health through outbreaks of infectious diseases, including the current COVID-19 pandemic (Kielar et al., 2021). The pandemic exposed the importance of hygiene in everyday activities and human beings’ lives. Investing in core public health infrastructures, such as water and sanitation systems, is one of the most cost-effective ways to increase pandemic preparedness, especially in resource-constrained settings (Jara, 2021). Good WASH and waste management that are consistently implemented serve as barriers to human-to-human transmission of the COVID-19 virus in homes, communities, health care facilities, schools, and other public spaces. Hand washing is one of the most important things you can do to avoid getting infected with the COVID-19 virus. WASH services should encourage more frequent and regular hand hygiene by higher competitive advantage and employing proven behavior change techniques. The WHO guidelines for the safe management of drinking water and sanitation services apply to the COVID-19 outbreak. Initiatives that go above and beyond these recommendations are unnecessary by safely managing WASH services and implementing good personal hygiene (Marshall et al., 2021). Such efforts will aid in the prevention of other contagious diseases that claim the lives of millions of people each year. The interventions will be evaluated through an outcome evaluation strategy, summative evaluation strategy, and formative evaluation approach. The changes that my preceptor suggested before the presentation emphasized making the presentation lively and allowing the audience to ask questions as I provide. This interpersonal collaboration with my preceptor improved my presentation’s effectiveness is that the audience was pleased with how I handled the topic. Some of my audience’s questions were focusing on how effective the interventions would improve healthcare outcomes and society. The feedback was that if organizations and individuals will adhere to the measures of preventing covid-19. This experience will help me in developing my presentation strategies in the future. Handwashing, food hygiene, and water safety practices are being improved. Examples of materials for washing hands and hygiene include the provision of fixed and portable handwashing f Benchmark Professional Capstone and Practicum Reflection Journal Fasilat Olasumbo Grand Canyon University: NRS-493-0505 Instructor: Bartholomew Chris 11 /28/2021 Reflection Journal week 1 New practice approaches I must say, this is my very first time I am so overwhelmed plus a terrifying anxiety with this class. I felt like there was a mountain sitting on my chest, but I am so happy that am Preceptor is willing to work with the change proposal regarding Covid 19. My proposal will be based on handwashing to prevent covid 19. Hand washing is an important practice for minimizing the spread of covid-19 in healthcare facilities. Practicing hand washing at regular intervals helps to eliminate germs from hands. Healthcare providers must wash their hands after coughing/sneezing, after using the toilet, after handling a patient, and before handling a patient. Hand hygiene is a simple and effective way to prevent the spread of covid-19 infections (CDC, 2021). The new approaches outlined by the Centers for Disease Control and Prevention highlight that healthcare providers should use an alcohol-based hand rub or wash their hands with soap and water. This practice is necessary for healthcare providers before touching a patient, performing aseptic procedures, or handling invasive medical devices (CDC, 2021). It is also essential for health professionals to wash their hands before moving from a soiled body site to a clean body site when treating a patient. After touching a patient and interact with the immediate environment, nurses and physicians must wash their hands thoroughly. Hand washing is also necessary after contact with body fluids or contaminated surfaces and immediately after removing the gloves. The Centers for Disease Control and Prevention (CDC) recommends that health facilities ensure that all healthcare personnel wash their hands with soap and running water when their hands are soiled. The facilities should provide the supplies necessary for adherence to hand hygiene, and they should be accessible areas where patient care takes place. According to the World Health Organization guidelines, health workers should practice hand hygiene using alcohol-based hand rub containing 60-80% alcohol or using soap, water, and disposable towels (WHO, 2021). Interprofessional collaboration Interprofessional collaboration refers to a practice of approaching patient care from a team-ba 
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