MSN 6030 Unit 9 Assignment: Final Project Submission

MSN 6030 Unit 9 Assignment: Final Project Submission

Sample Answer for MSN 6030 Unit 9 Assignment: Final Project Submission Included After Question

Congratulations!
The finish line is in sight for both the capstone project you have been working
on all quarter and your Master’s of Science in Nursing program. Take a moment
to appreciate all you have accomplished and give yourself a pat on the back;
you have earned it!

Your final
submission for your capstone project will bring together of all the sections
you have worked on throughout this course, as well as the relevant revisions
you have made to those sections based on feedback from your instructor, as well
as feedback you have received or observations you may have made during your
practicum experience. True professionals can learn to strive for continuous
improvement in their work and incorporate feedback from colleagues and leaders
to help scaffold improvement efforts. As a master’s-level nurse you will be
expected to create and implement plans and evaluate their outcomes. Being able
to envision a pathway for a project to move from the idea phase all the way
through the evaluation phase is a critical skill. By successfully synthesizing
the various sections of this project together into one final artifact, you will
have demonstrated your competence in this essential skill.

Instructions

For your
final capstone project submission you will synthesize the work you completed in
the Unit 2, 4, 6, and 8 assignments. Please make sure that you have made
relevant revisions as suggested by your instructor and colleagues, as well as
relevant additions that you uncovered during your practicum experience. The
only brand-new content that you will need to create for this assignment is an
Abstract and an Introduction.

This final
submission will be graded using the seven program outcomes (POs) for the
Master’s of Science in Nursing program. As a reminder they are:

Lead
organizational change to improve the experience of care, population health, and
professional work life while decreasing cost of care.

Evaluate
the best available evidence for use in clinical and organizational decision
making.

Apply
quality improvement methods to impact patient, population, and systems
outcomes.

Design
patient- and population-centered care to improve health outcomes.

Integrate
interprofessional care to improve safety and quality and to decrease cost of
care.

Evaluate
the ability of existing and emerging information, communication, and health
care technologies to improve safety and quality and to decrease cost of care.

Defend
health policy that improves the experience of care, population health, and
professional work life while decreasing cost of care.

Additionally,
you will be assessed on how well you incorporated feedback you received from
your instructor and peers on your previous work in this course via the
following criterion:

Integrate
writing feedback to improve the clarity and quality of final product.

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Please
carefully review the outline below to see which parts of the final submission
will align to which program outcomes. (Note: The bullet points in the outline
correspond to the grading criteria from your previous assignments. If may be
worth putting in some extra revisions on the material related to criteria on
which you did not previously score as well as you would have liked. You may
also wish to read the Guiding Questions: Final Project Submission document to
better understand how each aspect of your submission will be assessed.) It is
important to remember that if you do a quality job addressing the points below,
you will meet all of the program outcomes. The alignment is provided for
transparency, but do not become preoccupied with how each point will feed into
the scoring guide.

Abstract

Summarize
the purpose, approach, and any relevant findings of the final capstone project
submission (PO #1).

Introduction

Summarize
your need, target population, and setting (PO #1).

Provide a
high-level overview of your intervention plan (PO #4).

Justify the
importance of your need and intervention plan (PO #1).

Provide a high-level
overview of your implementation plan (PO #4).

Provide a
high-level over view of your evaluation plan (PO #4).

Part 1:
Problem Statement (PICOT)

Need Statement

Analyze a
health promotion, quality improvement, prevention, education, or management
need (PO #1).

Population and Setting

Describe a
target population and setting in which an identified need will be addressed (PO
#4).

Intervention Overview

Explain an
overview of one or more interventions that would help address an identified
need within a target population and setting (PO #3).

Comparison of Approaches

Analyze
potential interprofessional alternatives to an initial intervention overview
with regard to their possibilities to meet the needs of the project, population,
and setting (PO#5).

Initial Outcome Draft

Define an
outcome that identifies the purpose and intended accomplishments of an
intervention for a health promotion, quality improvement, prevention,
education, or management need (PO #4).

Time Estimate

Propose a
rough time frame for the development and implementation of an intervention to
address an identified need (PO #1).

Part 2: Literature Review

Analyze
current evidence to validate an identified need and its appropriateness within
the target population and setting (PO #2).

Evaluate
and synthesize resources from diverse sources illustrating existing health
policy that could impact the approach taken to address an identified need (PO #7).

Part 3: Intervention Plan

Intervention Plan Components

Define the
major components of an intervention plan for a health promotion, quality
improvement, prevention, education, or management need (PO #4).

Explain the
impact of cultural needs and characteristics of a target population and setting
on the development of intervention plan components (PO #4).

Theoretical
Foundations

Evaluate
theoretical nursing models, strategies from other disciplines, and health care
technologies relevant to an intervention plan (PO #6).

Justify the
major components of an intervention by referencing relevant and contemporary
evidence from the literature and best practices (PO #2).

Stakeholders,
Policy, and Regulations

Analyze the
impact of stakeholder needs, health care policy, regulations, and governing
bodies relevant to health care practice and specific components of an
intervention plan (PO #7).

Ethical and
Legal Implications

Analyze
relevant ethical and legal issues related to health care practice,
organizational change, and specific components of an intervention plan (PO #1).

Part 4:
Implementation Plan

Management
and Leadership

Propose
strategies for leading, managing, and implementing professional nursing
practices to ensure interprofessional collaboration during the implementation
of an intervention plan (PO #5).

Analyze the
implications of change associated with proposed strategies for improving the
quality and experience of care while controlling costs (PO #1).

Delivery
and Technology

Propose
appropriate delivery methods to implement an intervention which will improve
the quality of the project (PO #3).

Evaluate
the current and emerging technological options related to the proposed delivery
methods (PO #6).

Stakeholders,
Policy, and Regulations

Analyze
stakeholders, regulatory implications, and potential support that could impact
the implementation of an intervention plan (PO #5).

Propose
existing or new policy considerations that would support the implementation of
an intervention plan (PO #7).

Timeline

Propose a
timeline to implement an intervention plan with reference to specific factors
that influence the timing of implementation (PO #1).

Part 5:
Evaluation Plan

Define the
outcomes that are the goal of an intervention plan (PO #4).

Create an
evaluation plan to determine the impact of an intervention for a health
promotion, quality improvement, prevention, education, or management need (PO
#3).

Part 6:
Discussion

Advocacy

Analyze the
nurse’s role in leading change and driving improvements in the quality and
experience of care (PO #1).

Explain how
the intervention plan affects nursing and interprofessional collaboration, and
how the health care field gains from the plan (PO #5).

Future
Steps

Explain how
the current project could be improved upon to create a bigger impact in the
target population as well as to take advantage of emerging technology and care
models to improve outcomes and safety (PO #6).

Reflection
on Leading Change and Improvement

Reflect on
how the project has impacted your ability to lead change in personal practice
and future leadership positions (PO #1).

Reflect on
the ways in which the completed intervention, implementation, and evaluation
plans can be transferred into your personal practice to drive quality
improvement in other contexts (PO #3).

Address
Generally Throughout

Integrate
resources from diverse sources that illustrate support for all aspects of the
project as appropriate throughout the final submission (PO #2).

Clearly,
concisely, and cohesively articulate a health care need, population, setting,
stakeholders, supporting evidence, intervention, and evaluation (PO #6).

Integrate
writing feedback to improve the clarity and quality of final product.

MSN 6030 Unit 9 Assignment  Final Project Submission Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.