CAPSTONE TOPIC SELECTION AND APPROVAL 2025

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team. Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed. Write a 500-750 word description of your proposed capstone project topic. Include the following: 1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal. 2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed. 3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project. 4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project. 5. Significance of the topic and its implications for nursing practice. 6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice. You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment. Rubric The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident. A detailed description of the project topic is clearly and logically presented. Support and rationale are evident. Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident. Topic and criteria are clearly and logically presented. Support and rationale are evident. Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

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NR631 week 5 BA 2025

Week 5: Deliverables and Critical Success Factors (CSF) Purpose The process of project management has five phases: (1) design and initiation, which you just completed; (2) finalizing your plan before implementation, which you will do now; (3) implementation; (4) monitor and control; and finally, (5) evaluation and lessons learned, as well as knowledge transfer. During Phase 2 (finalizing the project plan), you will continue to create the tools and documents you will need when you implement your project as the project manager in Phase 3. Week 4: Communications Plan Week 5: Deliverables and Critical Success Factors (CSFs) Week 6: Work Breakdown Structure (WBS) and Gantt Chart Week 7: Risk Management and Human Resource Management Plans It is important for a project manager to know and track every deliverable as well as the critical success factors (CSF). Always remember to plan, plan, and plan again. Making sure that you have identified and listed every deliverable and defined the CSFs is time well spent. The time you spend thinking and discussing can be classified as scientific or technological exploration or investigation. Each deliverable must be known and discussed in the scope document. These are critical to identify in order to move forward with the project plan and ensure a successful project. If a deliverable is overlooked and left out, the project will be considered a failure. The deliverables are related to the work of the project. It is through the project activities that the deliverables are completed or developed. A deliverable could be something that was completed (if it was a service performed) or developed (if it was a new software package). No matter what the deliverable is, there is work associated with the development. In order for you to proceed with your WBSs and completion milestones, you must know what needs to be done. Review and re-review to glean every deliverable. This is why it is important to reflect on all of the deliverables at this point in the management of your project. The CSFs are those characteristics or attributes that are essential for your project to succeed. According to Sipes, “these are the key areas where things must go right in order for the project to succeed” (pp. 86–87). Examples of how to complete the forms can be found in the course textbook, Project Management for the Advanced Practice Nurse , p. 86, Tables 4.7 and 4.8. Review your project documents and analyze your data to determine your CSFs. Be sure to include metrics. If metrics are not included, you will not be able to measure or evaluate your project in Phase 5. What is the scope of your project, and how will you collect the required data? Work with your mentor to complete the document as an appendix attached to the professional paper. It is always better to have more input rather than less. Discuss and seek consensus with your mentor on the deliverables and CSFs for your project. To assist you, there are a document you will use and attach as an appendix to the paper you submit, as well as a sample of the document in Course Resources. Course Outcomes This assignment enables the student to meet the following Course Outcome (CO): CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (PO 4,5) Due Date: Sunday at 11:59 p.m. MT at the end of Week 5 Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows: Monday = 10% of total possible point reduction Tuesday = 20% of total possible point reduction Wednesday = 30% of total possible point reduction If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows: Monday = 10% of total possible point reduction Tuesday = 20% of total possible point reduction Wednesday = 30% of total possible point reduction Total Points Possible: 50 Requirements Complete the deliverables and CSF document. Attach the document as an appendix to a professionally written paper explaining what you are doing. Grammar, spelling, punctuation, references, and citations must be consistent with formal academic writing and APA format as expressed in the current edition of the APA manual. Preparing the Assignment All project deliverables must be identified and listed on the Deliverables and CSF document. All CSFs must be identified and listed on the Deliverables and CSF document. Metrics must be included. Ideas and information from professional sources must be cited correctly using the current edition of the APA manual. Grammar, spelling, punctuation, references, and citations must be consistent with formal academic writing.

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Clinical Worksheet Plan of Care Concept Map Pharm4Fun Worksheet: 1 per medication ISBAR Workshee 2025

Patient Introduction Skyler Hansen is an 18-year-old male diagnosed with type 1 diabetes 6 months ago. He was brought to the Emergency Department by his friends. The friends report that he started acting “weird” while they were playing basketball. He has not eaten anything for 5 hours. Skyler told them that he felt lightheaded and was going to lie down on the cement. They became nervous and decided to bring him in to the Emergency Department. The patient is drowsy, wakes with stimulus, has slurred speech, is diaphoretic, and is acting irrationally. Diagnostics Fasting plasma glucose level test Fasting plasma glucose level test Glycosylated hemoglobin test Glycosylated hemoglobin test Pharmacology Dextrose 50% Dextrose 50% Glucagon Glucagon

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Case Study Assignment: Assessing Neurological Symptoms 2025

case study A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw. ith regard to the case study you were assigned: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study you were assigned. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Case Study Assignment Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

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