NRS-493 Professional Capstone and Practicum

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NRS493 Professional Capstone and Practicum

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Course Description
This is a writing-intensive course. The course combines scholarly activities with clinical practice
experiences designed to synthesize learning into the practice environment and impact health
outcomes. Learners participate in planned, clinical experiences that refine professional
competencies at the baccalaureate level and enable learners to integrate new knowledge and
higher level skills to advance nursing practice. Clinical practice hours will be dedicated to
learning objectives in leadership and in community health. The professional capstone project
offers learners the opportunity to propose a resolution to an issue or problem significant to
nursing practice within a clinical environment. Learners identify, design, and propose an
evidence-based solution within a health care organization with guidance from faculty and a
preceptor in the field. The proposal must reflect synthesis and integration of course content and
professional practice. Development of the capstone project is guided by the baccalaureate
program learner learning outcomes. Clinical hours: 100. Combined ; 50 hours in leadership and
50 hours in community health. Prerequisites: NRS-430V, NRS-429VN, NRS-434VN, NRS-
428VN, HLT-362V, NRS-433V, PHI-413V, NRS-451VN, NRS-410V, and NRS-440VN.
Class Materials
Class Resources
Clinical Practice Experience Objectives
The following are the objectives for the clinical practice experience:
1. Develop a needs assessment of the community related to the organization's relationship
with the community.
2. Design an evidence-based nursing practice intervention based on the need's assessment of
the organization and community.
3. Formulate an evidence-based clinical practice change proposal that will impact patient
outcomes in the community.
4. Present a professional presentation of an evidence-based clinical practice change proposal
to organization leaders.
5. Demonstrate interprofessional collaboration throughout the creation of the capstone
project change proposal.

Requirements for Successful Course Completion

In order to receive a final letter grade in this course, students are required to submit all assigned
deliverables, assessments, and evaluations including documentation of 100 clinical hours
approved by an assigned preceptor. Failure to submit all assignments and evaluations will result
in an "incomplete" or a failing grade.

Practice Experience Hours
Students are required to complete 100 direct clinical practice experience hours and 25 indirect
clinical practice experience hours. Of the required 100 direct clinical hours, 50 hours are

NRS493 Professional Capstone and Practicum

specifically community and 50 hours are specifically leadership.

Expectations for Clinical Practice Experiences
Clinical practice experiences make up an essential component of the post-licensure BSN
program.
The American Association of Colleges of Nursing (AACN, 2012) defines nursing and the
achievement of baccalaureate standards as follows:
"Nursing is a practice discipline that includes both direct and indirect care activities that impact
health outcomes. Baccalaureate programs provide opportunities for practice experiences
designed to assist graduates to achieve The Essentials of Baccalaureate Education for
Professional Nursing Practice. All baccalaureate programs, including RN-BSN programs, must
provide practice experiences for students to bridge to baccalaureate-level profess
…

Direct Care/Indirect Care
The American Association of College of Nursing (AACN) in its 2012 "White Paper:
Expectations for Practice Experiences in the RN to Baccalaureate Curriculum," explained the
difference between direct and indirect care:
"Direct care refers to nursing care activities provided at the point of care to patients or working
with other healthcare providers that are intended to achieve specific health goals or achieve
selected health outcomes. Indirect care refers to nursing decision, actions, or interventions that
are provided through or on behalf of patients. These decisions or interventions create the
conditions under which nursing care or self-care may occur. Nurses might use
…

Expectations for the Professional Capstone Project Change Proposal
The capstone project change proposal is a clinical practice experience assignment that offers
students an opportunity to research and propose an evidence-based, nursing intervention to
address an issue significant to nursing practice within a clinical environment. Students must
identify a specific patient population, or clinical department, within their chosen practicum
environment to design and propose an evidence-based solution. Faculty must approve capstone
project change proposal topics. Faculty and preceptors support students toward project
completion.
Examples of appropriate clinical practice experience assignments are listed in the Course
Materials and in Appendix A of the
…
https://www.aacnnursing.org/Portals/42/News/White-Papers/RN-BSN-Expectations-White-
Paper.pdf
NRS-493 Capstone Project Change Proposal Deliverables Table
The "NRS-493 Capstone Project Change Proposal Deliverables Table" is list of items that must
be completed and submitted by the student each week. Included in the deliverables table are
assignments, direct clinical hours, and indirect clinical hours broken down by week. This table is
meant to assist the student in constructing the capstone project change proposal successfully.

NRS-493-RS-CapstoneProjectChangeProposalDeliverablesTable .docx
Lopes Activity Tracker
The Lopes Activity Tracker (LAT) is used to track all direct clinical practice experience hours.
All direct clinical practice experience hours are entered into the LAT by the student after each
clinical experience. Preceptors will enter the LAT to verify the hours submitted by the student.
All direct clinical practice experience hours will be reviewed and approved by the faculty.
To record clinical practice experience hours, use the Lopes Activity Tracker app, located in your
student portal. Once you have opened the app, click on the link for your class.
For assistance in adding the Lopes Activity Tracker to your student portal, review the "Adding
Lopes Activity Tr
…

Capstone/Practicum Programmatic Assessments

The Individual Success Plan (ISP) requires collaboration with the course faculty in the first week
to establish a plan for successful completion of mutually identified goals and specific
deliverables to meet course and programmatic requirements. The ISP is intended to guide
students in developing their learning plan over the 10-week course. Programmatic requirements
are: (1) completion of required 50 community direct clinical practice experience hours, 50
leadership direct clinical practice hours, and 25 indirect clinical experience hours; (2) completion
of work associated with program competencies; and (3) work associated with completion of the
student's capstone project. ISPs ar
…

Clinical Practice Experience Roles
Faculty are responsible for working directly with students to select a clinical practice experience
and setting deemed appropriate to meet learning objectives of the course as well as guide
students in identifying an appropriate scholarly capstone project change proposal to demonstrate
application of knowledge in the areas of research, leadership, and community/public health.
Practice experiences, settings, preceptors, and projects must be approved by the faculty.
Preceptors are in the practice setting to support student learning objectives and oversee the
clinical practice experience. For program faculty to approve prec
…

Student, Faculty, and Preceptor Meetings
Pre-conferences, mid-conferences, and post-conferences between the students, faculty, and
preceptors are mandatory. Conferences may be conducted fact-to-face or via synchronous
technology such as Skype, Zoom, or Go-to-Meeting. All parties must be present at each of the
three mandatory conferences.
A Practice Experience Conference (Pre-Conference) will occur during the first week of the
practicum experience. This meeting is intended for students, faculty, and preceptors to review
course and program learning objectives, the Individual Success Plan (ISP), proposed capstone
project change proposal, and the roles/responsibilities/expectations of students, facu
…

Guidelines for Undergraduate Field Experiences
Review the Guidelines for Undergraduate Field Experiences, located in the Student Success
Center. This material contains important information for your clinical experience and the
evaluation process.

Nursing and Health Sciences
Explore "Nursing and Health Sciences," located on the Grand Canyon University website.
This is a discipline-specific research page to assist you with your research. In particular, seek out
the "Evidence-Based Practice (EBP)" tab in the LibGuide for highly specific information
pertinent to the capstone project.

http://libguides.gcu.edu/Nursing
Evaluating Websites
View the "Evaluating Websites" tutorial, located on the Grand Canyon University website.
This tutorial will explain how to evaluate websites for content that you can trust.

https://lc.gcumedia.com/mediaElements/evaluating-websites-tutorial/v2.1/
Optional: Publication Manual of the American Psychological Association
For additional information, the following is recommended:
Current version of the Publication Manual of the American Psychological Association. GCU has
made APA templates and other resources available within the Student Success Center, as well as
in the GCU Library. However, be aware that a more complete APA style manual can be
purchased at your own expense. To order the APA manual, please visit the American
Psychological Association website.

Clinical Practice Experience Clinical Evaluation Tools
1. The "Student Evaluation of Preceptor" will be completed by the student and submitted to
the course faculty at the end of the course.
2. The "Student Evaluation of Agency/Site" will be completed by students, validated by
faculty regarding the clinical site, and submitted to course faculty at the end of the
course.
After completing these documents, submit them to the instructor in LoudCloud.

NRS-493-RS10-StudentEvaluation-Preceptor.docx
NRS-493-RS10-StudentEvaluation-AgencySite.docx

Optional: GCU Library Webinars
For additional information, the following is recommended:
Review the webinar information offered by the GCU Library. From the "Webinars and
Workshops: Webinar Calendar" page, select the "Category" tab and scroll down to the Nursing
and Health Sciences selection. Webinar participation is optional.

http://libguides.gcu.edu/webinars
Virtual Capstone and Practicum Experience Guidance
Access the "Virtual Capstone and Practicum Experience Guidance" document for information on
completing practicum requirements.

NRS-RS-VirtualCapstoneAndPracticumExperienceGuidance.docx
LopesWrite
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission
to LopesWrite.

https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite
Topic 1: Identification of issue Significant to Nursing Practice I
Apr 18-24, 2022
Max Points:75
The first step in developing an evidence-based, practice change proposal is to identify an issue or
problem that is significant to nursing practice. In this topic, students will examine a health care
clinical problem or an organizational issue and its implications to nursing practice.
Objectives:
1. Create a plan for successful completion of the course.
2. Integrate reflective practice in the form of a reflective journal.
3. Demonstrate interprofessional collaboration during the creation of the capstone project
change proposal.

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A Sample Answer For the Assignment: NRS-493 Professional Capstone and Practicum

Title: NRS-493 Professional Capstone and Practicum

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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