NR452 Capstone Course

RUA- Capstone Evidence-Based Practice Paper Guidelines

NR452_RUA- Capstone Evidence-Based Guidelines Revised: 03/2021 1

Purpose To analyze own performance on the integrated comprehensive assessments and reflect on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.

Course outcomes: This assignment enables the student to meet the following course outcomes: CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as

consumers of healthcare in a patient-centered environment. (PO#1) CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with

health team members and consumers of care. (PO#3) CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health

team members and consumers of care. (PO# 8) CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family

preferences/values in the implementation of the nursing process. (PO# 4) CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional

nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 250 points

Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. 1) Track performance on the comprehensive assessments by logging NCLEX-RN Client Need Category performance on

the Individual Student ATI Assessment Trends: Longitudinal Performance tool. 2) Based on individual performance on the comprehensive assessments, prioritize the top concept (topic) of greatest

opportunity. 3) Include the following criteria for each identified concept (topic): The NCSBN NCLEX-RN Test Plan will support this

process (detailed criteria listed below and in the Grading Rubric must match exactly). a. Priority Concept (Topic)- 20 points/8%

• Identify the priority concept (topic) of opportunity. • Provide a description of how this aligns with the NCLEX-RN Test Plan as indicated by performance in the

Individual Student ATI Assessment Trends Table. • Identify a minimum of two learning strategies that you plan to implement to address your learning need. • Identify a minimum of two resources that you will integrate into your NCLEX-RN Readiness plan to assist you

with improving the identified learning need.

https://www.ncsbn.org/testplans.htm
NR452 Capstone Course Capstone Evidence-Based Practice Paper Guidelines

NR452_RUA- Capstone Evidence-Based Guidelines Revised: 03/2021 2

Individual Student ATI Assessment Trends: Longitudinal Performance Table

ATI Assessment Title

NCLEX-RN Client Need Categories: Students will log their individual assessment performance in each category below

and highlight the scores below 60% or lowest three scores for each assessment Course Manage-

ment of Care

Safety & Infection Control

Health Promotion & Maintenance

Psychosocial Integrity

Basic Care & Comfort

Pharma- cological & Parental Therapies

Reduction of Risk Potential

Physiological Adaptation

ATI Capstone Comprehensive Assessment B

NR-446

ATI Comprehensive Practice- Form A

NR-452 Based on individual performance on the comprehensive assessments, prioritize the top concept (topic) of greatest opportunity:

1) Apply the priority concept (topic) of greatest opportunity below:

Identified Priority Concept (Topic):

Learning Needs:

Identify the concept (topic) and provide a description of how this aligns with the NCLEX-RN Test Plan. *Utilize the National Council of State Boards of Nursing (NCSBN) NCLEX-RN Test Plan for assistance.

Learning Strategies:

Identify a minimum of two learning strategies that you plan to implement to address your learning need. 1) 2)

Learning Resources:

Identify a minimum of two resources that you will integrate into your NCLEX-RN Readiness plan to assist you with improving the identified learning need. 1) 2)

NR452 Capstone Course Capstone Evidence-Based Practice Paper Guidelines

NR452_RUA- Capstone Evidence-Based Guidelines Revised: 03/2021 3

In this paper the student will provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint, the priority concept (topic), and professional practice. 1) Write a 4-6 page paper (not including the title page or reference page) using APA format 2) Include the following sections

a. Introduction- 20 points/8% • Offer a detailed description of the statement of purpose for the paper. • Identify a priority concept (topic) from the Individual Student ATI Assessment Trends:

Longitudinal Performance Table drawn from one (1) of the four (4) main categories of the NCLEX-RN examination blueprint: ? Assurance of a safe and effective care environment ? Health promotion and maintenance of health ? Preservation of the patient population’s psychosocial integrity ? Preservation of the patient population’s physiological integrity

• Provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic).

b. Importance – 20 points/8% • Describe the importance of the priority concept (topic) to professional practice • Describe the health of the patient population. • Include the potential negative effect to professional practice if the priority concept (topic) is

unresolved. • Include the potential negative effect to the patient population if the priority concept (topic) is

unresolved. c. Healthcare Disparities, Inequalities, and Interventions- 70 points/28%

• Identify patient populations that may be negatively influenced by the priority concept (topic) if unresolved. • Identify healthcare resources to support evidence-based professional practice related to the priority

concept (topic). • Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse

populations. • Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities. • Identify three (3) evidence-based practice interventions. • Prioritize the identified evidence-based practice interventions and provide rationale. • Discuss two (2) patient education considerations related to the priority concept (topic).

d. Legal & Ethical Considerations and Intervention Challenges- 40 points/16% • Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in

professional practice. • Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic)

in professional practice. • Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic)

in professional practice. • Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in

professional practice. • Identify one (1) anticipated challenges to the success of resolving the priority concept (topic) in

professional practice. e. Participants and Interdisciplinary Approach – 20 points/8%

• Identify all the parties who will be involved in the implementation of the priority concept (topic) interventions.

• Discuss the role of each member in the intervention implementation for the priority concept (topic). • Identify a minimum of two (2) members of a discipline outside of nursing. • Discuss the benefit of including the identified interdisciplinary member from disciplines outside nursing to

promote evidence-based professional practice.