APA format
1) Minimum 9 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 3 pages
Part 2: minimum 3 pages
Part 3: minimum 3 pages
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the 3 person
All paragraphs must be narrative and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted responses are not accepted
Don’t write in the first person
Do not use subtitles or titles
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 7 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
The number of words in each paragraph should be similar
Part 1: Capstone
Topic: Sexually Transmitted Diseases in Adolescents
PICOT question: Can the implementation of a 2-month program in schools in Miami on sexually transmitted diseases in adolescents aged 14 to 17 years improve their knowledge about the prevention of sexually transmitted diseases compared to their knowledge before the program’s implementation?
Tool: Survey and informal observation
1. Implementation/Conclusion (One paragraph)
a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)
2. Describe the practice change (One paragraph)
a. Place: Schools
b. Participants: Adolescents
3. Discuss how you would implement and assess the change (Three paragraphs)
a. Time frame
b. Setting
c. Participants
d. Barriers
e. External and internal factors.
4. How would you evaluate the change process? (One paragraph)
b. How would you measure or evaluate? income survey and out come survey
c. Is there a tool to measure?: Survey and informal observation
5. The literature review must support your change and implementation. (One paragraph)
a. Use leadership qualities and skills that will be utilized for successful completion of the project.
6. Discuss who will be invited to the proposal (One paragraph)
a. Who are the stakeholders?
b. How will you present the information to your stakeholders?
7. Conclusion (One paragraph)
a. The conclusion should have your Part I, II, II all put together in a thorough (Check file)
The number of words in each paragraph should be similar
Part 2: Capstone
Topic: Incompatibility of Intravenous Medications
PICOT question: Is it possible that the rate of errors due to incompatibility of intravenous medications is reduced by implementing a training program for ICU nurses for 8 weeks, compared to the rate of errors before training?
Tool: Survey and informal observation
1. Implementation/Conclusion (One paragraph)
a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)
2. Describe the practice change (One paragraph)
a. Place: ICU unit
b. Participants: ICU nurses
3. Discuss how you would implement and assess the change (Three paragraphs)
a. Time frame
b. Setting
c. Participants
d. Barriers
e. External and internal factors.
4. How would you evaluate the change process? (One paragraph)
b. How would you measure or evaluate? income survey and out come survey
c. Is there a tool to measure?: Survey and informal observation
5. The literature review must support your change and implementation. (One paragraph)
a. Use leadership qualities and skills that will be utilized for successful completion of the project.
6. Discuss who will be invited to the proposal (One paragraph)
a. Who are the stakeholders?
b. How will you present the information to your stakeholders?
7. Conclusion (One paragraph)
a. The conclusion should have your Part I, II, II all put together in a thorough (Check file)
Part 3: Capstone
Topic: Turnover Rates due to Burnout in Healthcare
PICOT question: Is it possible that in multiple settings, the turnover rate due to burnout is reduced after implementing a mental health program for nurses for 10 weeks, compared to the nurses’ turnover rate before the program?
Tool: Survey and informal observation
1. Implementation/Conclusion (One paragraph)
a. Implement the change you are proposing- This should be a continuation of Part I and Part II (Check files)
2. Describe the practice change (One paragraph)
a. Place: multiple settings
b. Participants: Nurses
3. Discuss how you would implement and assess the change (Three paragraphs)
a. Time frame
b. Setting
c. Participants
d. Barriers
e. External and internal factors.
4. How would you evaluate the change process? (One paragraph)
b. How would you measure or evaluate? income survey and out come survey
c. Is there a tool to measure?: Survey and informal observation
5. The literature review must support your change and implementation. (One paragraph)
a. Use leadership qualities and skills that will be utilized for successful completion of the project.
6. Discuss who will be invited to the proposal (One paragraph)
a. Who are the stakeholders?
b. How will you present the information to your stakeholders?
7. Conclusion (One paragraph)
a. The conclusion should have your Part I, II, II all put together in a thorough (Check file)
2
Turnover Rates due to Burnout in Healthcare
Review of Literature
High turnover rates as a result of nurse burnout are a major issue in healthcare that needs to be resolved. Kelly et al. (2021) established that burnout can be addressed by improving resilience through mental health awareness and mindfulness-based stress reduction to address nurses’ turnover. The article provided high-quality evidence as the conclusions made were definitive and supported by the data provided. The evidence is applicable to the PICOT question as it supports improvement in mental well-being could reduce burnout and turnover. The findings are consistent with those of other studies (Kwon et al., 2021). The major difference was the methodologies used to collect data as Kelly et al. (2021) obtained patient data from health databases while Kwon et al. (2021) used anonymous online surveys. The controversy in the article is that it does rule out the contribution of other factors in improving nurses’ resilience.
In another study, Kwon et al. (2021) associated burnout with turnover intention and suggested that nurses’ turnover intention could be mitigated by improving their mental health. The article provides low-quality evidence as the sample size is insufficient for the study. The findings can be applied to the PICOT question to address nurse turnover. The evidence provided in the article is supported by other studies that associate burnout and nurses’ intention to leave (Chen et al., 2019). The similarities between the studies included the methodology as they were both cross-sectional studies and some of the variables in the studies. The difference identified included the location of the studies as one was conducted in Korea and the other in Taiwan (Chen et al., 2019; Kwon et al., 2021). There was no controversy identified in the study.
However, Tununu and Martin (2020) established that psychiatric nurses did not suffer from burnout because they had low emotional exhaustion. The article provides low-quality evidence that cannot be generalized as it was conducted in one psychiatric hospital, and the evidence varied from that of other studies (Scanlan & Still, 2019). The evidence applies to the PICOT question as it provides an alternative view of the existence of burnout among psychiatric nurses. The similarity between the articles is that they were single-site studies The differences noted include the geographical location and the participants’ response rates since one had 100% and the other 25% response rate (Scanlan & Still, 2019; Tununu & Martin, 2020). The controversy identified is the sufficiency of the sample size yet the findings were inconsistent with those of other studies.
Research indicates that there is an inter-correlation between turnover intention and burnout (Scanlan & Still, 2019). The
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1
High nurse turnover is one of the major issues that nurse leaders and hospital management face. High nurse turnover has a significant negative impact on nurse leaders, hospital managers, nurses, patients, doctors, and the entire healthcare system (Bae, 2022). (i) There are several reasons for high nurse turnover rates among which is burnout which causes physical and mental strain on nurses forcing them to leave their jobs. Nurse turnover forces hospitals to spend more resources hiring and training new nurses and affects the overall morale of nurses and increases the burden of heavy workload as the remaining nurses have to cover the gap left by others (Bae, 2022). The purpose of this paper is to examine the impact of high nurse turnover on nurses’ mental health and how a ten-week mental health program implemented based on Orem’s self-care theory can reduce the rate of this turnover.
The rate of turnover for registered nurses is approximately 26.8 % in the U.S. and the rate of turnover for new graduate nurses is 18.1% with 17.1% of new nurses leaving their jobs within the first year of employment (Zhao et al., 2018). High turnover rate caused by burnout is a major nursing issue that negatively affects nurse motivation and mental health and therefore should be properly addressed (Bae, 2022). The purpose of the ten-week mental program is to reduce the impact of turnover rates caused by burnout on nurses’ mental health, therefore, reducing the rate of turnover. (f) The program will address nurses’ mental health wellness and help them cope with work-related stress which causes burnout.
Turnover Rates due to Burnout in Healthcare
PICOT question
The PICOT question evaluates whether a mental health program can help reduce the nurse turnover rate in comparison to the rate of turnover before the program. The intervention aims to address high nurse turnover caused by burnout. The population in this intervention is the critical care nursing staff, the intervention is implementing a mental health program, the comparison is the rate of turnover before the program, the outcome is a reduced nurse turnover rate and the time is ten weeks.
Population
The vulnerable populations to high nurse turnover rate due to burnout are critical care nurses as they are exposed to high stress work. The heavy workloads of critical care nurses as a result of the high nurse-patient ratio affects nurses mentally and physically. Due to the high turnover rate, nurses’ performance level reduces increasing the risk of medical errors because they are overworked and their commitment and motivation are adversely affected forcing them to consider leaving their jobs (Kaddourah et al., 2018). Various risk factors increase turnover rates such as unfavorable work environment, job dissatisfaction, salaries and compensations, communication barriers, and high nur
7
Sexually transmitted diseases are infections that are spread from one individual to another through sexual activities (Rhodes et al., 2021). Examples include syphilis, human papillomavirus, gonorrhea, and genital herpes. Due to poor testing knowledge, speaking openly about sexual things, and young girls’ susceptibility to STDs, adolescents and teenagers are more likely to develop STDs.Even though STDs can affect any population, adolescents and young adults are at increased risk of having STDs. STDs have undeniable effects on individuals, communities, and healthcare sectors. Adolescents and teenagers need to be educated on STDs, especially on how to prevent the spread and the importance of treatment. Teenage STD infection rates are rising globally, and gonorrhea and chlamydia are the most frequent STDs among teens in the United States. In the 2016 STD study, teenagers aged 15 to 19 had a male prevalence of 15.3% and a female prevalence of 4.1% for chlamydia (Shannon & Klausner, 2018). STDs among adolescents are a problem because increased rates of infections increase the health burden of a state. This paper focuses on the impact a 2-month program can have on the knowledge and understanding of adolescents aged 14-17 years about STDs.
Sexually Transmitted Diseases in Adolescents
PICOT question
Can the implementation of a 2-month program on sexually transmitted diseases in adolescents aged 14 to 17 years improve their knowledge about the prevention of sexually transmitted diseases compared to their knowledge before the program’s implementation?
The population of focus is adolescents aged 14-17 who are vied to be at increased risk of having STDs because of insufficient knowledge (Shannon & Klausner, 2018). A 2-month program on STDs is seen as the fit intervention for this population. The comparison intervention is the knowledge of this population before having the intervention. After the assessment, the outcome is expected that this population will show increased knowledge in understanding the topic of STDs. The program timing is two months, which is considered reliable and enough time for the education program.
Vulnerable populations
Some of the social determinants for STD among adolescents include age, ethnicity, and family background. School characteristics and neighborhood factors are also considered important in the acquisition of STDs by adolescents. The risk factors of STDs among adolescents include practicing sexual relations at an early age or practicing unprotected sex, being shy to take about one’s sex life, having a history of STDs or HIV, and lack of regular STD tests for those who engage in sexual relations (Ayerdi Aguirrebengoa et al., 2020). Also, misuse of drugs can lead someone to engage in improper sexual behaviors that increase the risks of having STDs.
Ayerdi Aguirrebengoa et al. (2020) a
2
Incompatibility of Intravenous Medications
Review of Literature
Errors associated with incompatible intravenous (IV) drugs among patients aged 65 years or more patients in ICU. Srisram et al. (2020) established that intravenous drug incompatibilities in ICU can be reduced by establishing pharmaceutical guidelines for administering IV drugs. The article provides high-quality evidence supported by results from 104 medication charts and analyzed through the Micromedex healthcare series. The evidence provided by this article applies to the PICOT question because supports pharmaceutical guidelines when administering IV drugs or reducing the rate of incompatibilities in the ICU. The finding is similar to those of other studies (Ertuna et al., 2019). The differences between the two studies were in data collection with Srisram et al. obtaining data from medical charts while Ertuna et al. (2019) obtained data from pharmacist medication review reports. There is no controversy in this article.
Machotka et al. (2015) identify real incidences of IV drug incompatibilities in the ICU and suggest that adhering to a few simple rules of IV drug administration can reduce these incidences. The article provided good-quality evidence as the conclusions revealed the prevalence of real-life incompatibility incidences in the ICU and were supported by the results obtained from the study conducted. The evidence is compatible with the PICOT question because it reveals that the rate of errors caused by the incompatibility of IV drugs is high. The findings are consistent with those of Fedaku et al. (2017). The major difference between the two studies is the type of data collected with Machotka et al. 2017 focusing on intravenous drug incompatibility errors while Fedaku et al. 2017 focusing on intravenous drug errors caused by wrong or missed doses. There is no controversy in this article.
Fekadu et al. (2017) associate intravenous drug errors with clinical complications that lead to undesirable results that can be prevented. The article provides good-quality evidence that leads to the conclusion that wrong or missed dose medication errors are prevalent in the emergency and intensive care units. The evidence applies to the PICOT question as it suggests that intravenous drug errors caused by wrong or missed doses should be addressed to reduce the rate of these errors. The evidence provided by the authors is consistent with the findings of Machotka et al. (2017). The difference between the two studies is that Fedaku et al. (2017) provide wrong and missed doses errors as the focus of the study while Machotka et al. (2017) focus on the physiochemical incompatibility of intravenous drugs as the cause of these errors. The controversy in this article is that when other studies discuss intravenous drug incompatibility, it discusses dose errors in ICU.
Ertuna et al. (2019) d
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