CAPSTONE CHANGE PROJECT EVALUATION PLAN NRS 493

CAPSTONE CHANGE PROJECT EVALUATION PLAN NRS 493

Published

Assessment Description

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

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

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

You are not required to submit this assignment to LopesWrite.

Lopes Activity Tracker

Start Date

May 30, 2022, 12:00 AM

Due Date

Jun 5, 2022, 11:59 PM

CAPSTONE CHANGE PROJECT EVALUATION PLAN NRS 493

Points

Status

Published

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 dropbox for faculty approval.

This report is to be submitted in every topic.

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Topic 1 DQ 1

Apr 18-20, 2022

Identify two GCU Library scholarly databases that will help you find the best research articles to support your capstone project change proposal. Discuss why these two databases are better than Google Scholar or a general Internet search.

Stacy Moore

Posted Date

Apr 21, 2022, 2:16 PM

Replies to Stacy Moore

Throughout the RN to BSN curriculum and the weekly paper writing assignments, I have discovered that there are several approaches to study evidence-based publications and journals. GCU Library and CINAHL Complete are the two sites that I have found to be the most useful for me, and I have utilized both sites for all of my courses, in addition to the Cochrane Library and Google Scholar, as well as other resources. I believe CINAHL to be more user-friendly than Cochrane, which has six databases of material to browse through. When it comes to information, the GCU library boasts a plethora of resources, including over 92 databases and more than 70,000 full-text publications that are nicely arranged (GCU,2018). As a student, I have discovered that GCU and CINAHL provide a range of publications on health care peer reviews and case studies, which I have found to be really useful in finishing projects. Overall, I believe that every website has advantages and disadvantages depending on what you are searching for and whether or not you can access the information. However, the disadvantage I see with Google Scholar is that most complete texts are not free, and you may have to pay for the information you need. Additionally, the sources of the information you need may not be readily evident, even when you are reading scholarly academic peer review publications. However, I believe that having a large number of options is a positive development.

Resources:

CINAHL Complete Website: https://web-p-ebscohost-com.lopes.idm.oclc.org/ehost/search/advanced?vid=0&sid=be274646-2013-427b-ba71-c09828066ef9%40redis

Grand Canyon University Library (n.d.). Find Journal by Title. In Grand Canyon University Library. Retrieved from https://libguides.gcu.edu/az.php?a=

Thank you for your educational post. To add to your post, CINAHL is the most comprehensive database of nursing and allied health literature available. Nursing journals and publications from the National League for Nursing and the American Nurses Association are accessible via CINAHL. Full-text for nursing and allied journals can be accessed through CINAHL making it safer and reliable for research and evidenced-based projects because it has been peer-reviewed, clinically tried and you easily limit your search to make sure the result fits the research topic you are looking for. It also helps you find journals published by a nurse within 2 years. CINAHL and any other database are better than google because you may be requested to pay for the full text of an article if you search for it on Google or Yahoo. However, there is no fee for using the library databases. Even if you locate an item they don’t have full-text access to via their databases, you may obtain it through an interlibrary loan, which is free of charge.

CINAHL database | EBSCO. (n.d.). EBSCO Information Services, Inc. | www.ebsco.com. https://www.ebsco.com/products/research-databases/cinahl-database#block-cog-ebsco-main-menu

Thank you Stacy for your comprehensive discussion on scholarly databases for use provided by the GCU library. The GCU library has several databases that one can leverage to conduct their research and get evidence-based practice articles for the capstone project (GCU, n.d). As you mention, the CINAHL Complete is a database that one can use to get resources because it offers full text articles and peer-reviewed journal articles with researched evidence for utilization when doing capstone projects. As you mention, all these databases are user-centered and friendly (EBSCO, 2022). The databases boast of a vast amount of resources that include over 60,000 full-text publications and works that are arranged in an orderly and chronological manner for easy access, use, and referencing. These databases have their merits and demerits compared to Google Scholar in various aspects. For instance, the full text articles come with complete citations compared to Google Scholar that does not offer correct references with DOIs. Despite the advantages that the databases offer, it is essential to still leverage Google Scholar where necessary.

CAPSTONE CHANGE PROJECT EVALUATION PLAN NRS 493 References

EBSCO. (2022). CINAHL Database.

https://www.ebsco.com/products/research-databases/cinahl-database

Grand Canyon University Library (n.d.). Find Journal by Title. In Grand Canyon University

Library. https://libguides.gcu.edu/az.php?a=

CAPSTONE CHANGE PROJECT EVALUATION PLAN NRS 493 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.