NRS 493 Benchmark – Capstone Change Project Objectives

NRS 493 Benchmark – Capstone Change Project Objectives

Sample Answer for NRS 493 Benchmark – Capstone Change Project Objectives Included After Question

Assessment Description

Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.

After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.

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

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Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.5:  Advocate for autonomy and social justice for individuals and diverse populations.

A Sample Answer For the Assignment: NRS 493 Benchmark – Capstone Change Project Objectives

Title: NRS 493 Benchmark – Capstone Change Project Objectives

Change projects in healthcare are important in improving ways of healthcare delivery and in creating positive patient outcomes. EBP capstone change projects are crucial in promoting best practices in different nursing areas and in the implementation of nursing interventions to address different challenges in healthcare. Capstone change projects are intended to achieve particular objectives in addressing nursing issues. This paper aims to highlight the objectives of the current change project and to demonstrate how the project and objectives advocate for autonomy and social justice for individuals and diverse populations.

Objective 1: Advance Quality of Life

CAUTIs are linked to various adverse implications in patients in patients’ health including sepsis and endocarditis, and long hospital stay days, which significantly compromise health (Mong et al., 2022). As such, managing CAUTIs among patients admitted to medical-surgical wards is projected to enhance their quality of life.

Objective 2: Prevent the Incidence of CAUTIs and Associated Implications

CAUTIs account for the bigger percentage of UTIs in hospitals and affect over one million people yearly in the United States (Gomila et al., 2019). The implementation of this project is expected to help in eliminating CAUTIs and prevent them from recurring. The project will also help in preventing associated complications such as kidney damage, sepsis, and the risk of contracting other secondary bacteremias.

Objective 3: Minimization of Costs Associated with CAUTIs

CAUTIs are associated with various costly implications such as increasing patient length of hospital stay, additional healthcare expenses, lower productivity, and increase patient morbidity and mortality (Mong et al., 2022). This project seeks to empower nurses to avoid the overuse of urinary catheters and use EBP protocols to remove catheters. This will help in the prevention of CAUTIs and the associated severe economic consequences.

Objective 4: Enhance Catheter Use

CAUTIs are linked to poor catheter removal practices and catheter overuse (Gomila et al., 2019). The implementation of this project is expected to help nurses reduce the overuse of urinary catheters and also empower them with knowledge of removing catheters based on nurse-driven EBP protocols.

How the Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations

The objective of this capstone change project is to enhance health outcomes among the patients admitted to the medical-surgical unit. Urinary catheters are used among vulnerable patients set for or recovering from surgical procedures. These patients encounter psychological and physical issues, which negatively impact them and their families. Therefore, it is important to consider ethical practices in their care (Dietrich & Weisswange, 2019). The ethical principle of autonomy can be upheld by involving patients in their care and encouraging them to make decisions about their healthcare. The project will ensure social justice by ensuring that the nursing intervention used is safe, quality, cost-effective, and accessible to everyone.

Conclusion

This capstone change project focuses on the management of Catheter-Associated Urinary Tract Infections (CAUTI) among medical-surgical patients. The objectives of the project include advancing the quality of life among patients, preventing incidences of CAUTIs and the associated implications, minimizing costs associated with CAUTIs, and enhancing catheter use. The project and objectives seek to advocate for autonomy and social justice by involving patients in their care and encouraging them to make decisions about their healthcare. Social justice will be promoted by ensuring that the nursing intervention used is safe, quality, cost-effective, and accessible to everyone.

References

Dietrich, M., & Weisswange, T. H. (2019). Distributive justice as an ethical principle for autonomous vehicle behavior beyond hazard scenarios. Ethics and Information Technology, 21(3), 227-239. https://doi.org/10.1007/s10676-019-09504-3

Gomila, A., Carratalà, J., Eliakim-Raz, N., Shaw, E., Tebé, C., Wolkewitz, M., Wiegand I., Grier S., Vank C., Cuperus N., Heuvel, L., Vuong, C., MacGowan, A., Leibovici, L., Addy, I., & Pujol, M. (2019). Clinical outcomes of hospitalized patients with catheter-associated urinary tract infection in countries with a high rate of multidrug resistance: the COMBACTE-MAGNET RESCUING study. Antimicrobial Resistance & Infection Control, 8(1), 1-8. doi: 10.1186/s13756-019-0656-6

Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899

Rubric Criteria

Total 5 points

Criterion 1. 1: Unsatisfactory 2. 2: Less Than Satisfactory 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent
Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

 0 points

Sources are not documented.

 0.11 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

 0.12 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

 0.13 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

 0.15 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Objectives

Objectives

 0 points

A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented.

 0.94 points

NA

 0.99 points

NA

 1.11 points

NA

 1.25 points

Three to five objectives are presented.
Thesis Development and Purpose

Thesis Development and Purpose

 0 points

Paper lacks any discernible overall purpose or organizing claim.

 0.19 points

Thesis is insufficiently developed or vague. Purpose is not clear.

 0.2 points

Thesis is apparent and appropriate to purpose.

 0.22 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

 0.25 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use)

 0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

 0.19 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

 0.2 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

 0.22 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

 0.25 points

Writer is clearly in command of standard, written, academic English.
Argument Logic and Construction

Argument Logic and Construction

 0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

 0.19 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

 0.2 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

 0.22 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

 0.25 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Rationale for Autonomy and Social Justice

Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5)

 0 points

Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted.

 0.94 points

Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established.

 0.99 points

Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established.

 1.11 points

Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is generally established.

 1.25 points

Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established.
Rationale for How Findings Relate to the Topic and Proposed Intervention

Rationale for How Findings Relate to the Topic and Proposed Intervention

 0 points

Rationale for each objective is omitted.

 1.13 points

Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention.

 1.19 points

General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions.

 1.34 points

Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity.

 1.5 points

Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention.
Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

 0 points

Template is not used appropriately or documentation format is rarely followed correctly.

 0.08 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

 0.08 points

Template is used, and formatting is correct, although some minor errors may be present.

 0.09 points

Template is fully used; There are virtually no errors in formatting style.

 0.1 points

All format elements are correct.

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NRS 493 Benchmark - Capstone Change Project Objectives
NRS 493 Benchmark – Capstone Change Project Objectives

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.

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