Capstone Project Topic Selection and Approval

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.

Compose a focused paper that explains and describes your healthcare issue/topic from the scientific and mathematical/analytical perspectives of inquiry. (You will cover two perspectives in one paper.)

Address your general topic by forming and answering two levels of research questions for each inquiry.

• Choose a “Level 1 Research Question/Writing Prompt” from both of the lists below to answer in the paper.
• Compose a “Level 2 Research Question/Writing Prompt” for each kind of inquiry that provides detail, specificity, and focus to your inquiry, research, and writing.
• State your research questions in the introduction of your paper.
• Answer each research question and support your assertions with evidence (research) to form the body of your paper.
• In the conclusion of the paper, briefly review the issues, research questions, answers, and insights.

Level 1 Research Questions/Writing Prompts
SCIENTIFIC Perspective of Inquiry
What are the anatomical, physiological, pathological, or epidemiological issues?
Which body systems are affected?
What happens at the cellular or genetic level?
Which chemical or biological issues are most important?
Level 1 Research Questions/Writing Prompts
MATHEMATICAL/ANALYTICAL Perspective of Inquiry
What are the economic issues involved?
Which economic theories or approaches best explain the issue?
What are the statistical facts related to the issue?
Which statistical processes used to study the issue provide for the best explanation or understanding?

Your paper must be five pages in length and reference four to six scholarly, peer-reviewed resources. Be sure to follow current APA Style (e.g., spacing, font, headers, titles, abstracts, page numbering).

Refer to the rubric for evaluation details and to assist in preparing the paper.

I need 150 words for each of the assignment. Please include each with its own references. I will also appreciate non-plagiarized work.

MODULE 1

DQ1

Based on the PICOT you developed for NUR-550, summarize the change initiative you will be proposing. How does this support the population of focus, your setting, and role? Justify how the problem you selected to investigate is amenable to a research-based intervention using the PICOT format.

The following PICOT question will guide as the basis of proposed evidence-based practice project. For Hispanic adults residing in Arizona (P), how does introducing exercise protocol and cultural health nutrition (I) compare with utilization of universal protocols (C) in minimizing pervasiveness of Type 2 Diabetes (O) in 10 months (T).

DQ2

Discuss the role of EBP in your specialty area of practice. Compare and contrast the role and implementation of EBP in your specialty with another advanced registered nurse specialty.

STUDY MATERIALS

Chapter 21 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Chapters 1-3 in Advanced Nursing Research: From Theory to Practice.

Chapters 1 and 2 in Evidence-Based Practice in Nursing and Healthcare.

Read “Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study,” by Wilson, Ice, Nakashima, Cox, Morse, Philip, and Vuong, from Nurse Education Today (2015). URL: http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0260691715000817

Read “Effect of Online Journal Club on Evidence-Based Practice Knowledge, Intent, and Utilization in School Nurses,” by Sortedahl, from Worldviews on Evidence-Based Nursing (2012). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000303121300007&site=eds-live&scope=site

Read “6 Steps for Transforming Organizational EBP Culture,” by Ogiehor-Enoma, Taqueban, and Anosike, from Nursing Management (2010). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&NEWS=N&PAGE=fulltext&AN=00006247-201005000-00004&LSLINK=80&D=ovft

Read “About the CEBM?” located on the Centre for Evidence Based Medicine website. URL: http://www.cebm.net/about

Read the Evidence-Based Practice tutorial, located on the Duke University website. URL: http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036002

Explore the Resources page on the Centre for Evidence Based Medicine website. URL: http://www.cebm.net/category/ebm-resources/   

Explore the Evidence Based Medicine page of the University of Illinois Library of the Health Sciences website. Use this website as a resource for your project. URL: http://researchguides.uic.edu/eb

Explore the Evidence Based Medicine Toolkit website. URL: http://www.ebm.med.ualberta.ca/

MODULE 2

DQ1

Do you foresee any issues with implementation of your project? Identify stakeholders who could assist in supporting you, and any theoretical frameworks (organizational change, leadership, role-specific) or models that could help you adapt.

DQ2

What strategies will you use in your new practice as an advance registered nurse to review and critique literature pertinent to your practice?

STUDY MATERIALS

Read Chapter 22 in Advanced Practice Nursing: Essential Knowledge for the Profession. 

Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.URL: 

Read Chapter 3 in Evidence-Based Practice in Nursing and Healthcare. URL: 

Use the Joanna Briggs Institute EBP Database to search for EBP resources related to your project. URL: https://joannabriggs.org/jbi-approach-to-EBHC

Read the Guide to Clinical Preventive Services located on the Agency for Healthcare Research and Quality website. URL: https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/index.html

Explore the Centre for Evidence-Based Medicine (CEBM) website. URL: http://www.cebm.net/

Explore the National Guideline Clearinghouse website.URL: http://www.guideline.gov/

Explore The Cochrane Collaboration website. URL: http://www.cochrane.org/

Explore the Star Model Research website.URL: https://www.uthscsa.edu/academics/nursing/star-model

Explore the Cochrane Library website.URL: http://www.thecochranelibrary.com/view/0/index.html

Explore the Agency for Healthcare Research and Quality website. URL: http://www.ahrq.gov/

MODULE 3

DQ1

What levels of evidence are present in relation to research and practice, and why are they important regardless of the method you use?

DQ2

What factors must be assessed when critically appraising quantitative studies (e.g., validity, reliability, and applicability)? Which is the most important? Why?

STUDY MATERIALS

Read “Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice,” by Matthew-Maich, Ploeg, Dobbins, and Jack, from Worldviews on Evidence-Based Nursing (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2012100833&site=ehost-live&scope=site

Read “Evidence Based Medicine: Levels of Evidence” located on the University of Illinois Library website. URL: http://researchguides.uic.edu/content.php?pid=232200&sid=1921074

Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine website. URL: http://www.cebm.net/critical-appraisal/

Study “Worksheet for Using Practice Guidelines,” located on the Evidence Based Medicine Toolkit website. URL: http://www.ebm.med.ualberta.ca/CPGWorksheet.html

Study “Template of Guideline Attributes,” located on the National Guideline Clearinghouse website. URL: http://www.guideline.gov/about/template-of-attributes.aspx

Review “Study Designs,” located on the Centre for Evidence Based Medicine website. URL: http://www.cebm.net/index.aspx?o=1039

Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario website. URL: http://www.rnao.org/Page.asp?PageID=861&SiteNodeID=133

MODULE 4

DQ1

What are some of the obstacles or barriers to implementing EBP in nursing? Provide a rationale for your answer. Since there are numerous topics on the issue, it is not appropriate to repeat one that has already been mentioned unless providing new information.

DQ2

Ensuring the protection of human subjects is necessary when conducting research projects. What are some methods that can be used to protect personal rights of someone in one of the groups that is labeled as vulnerable? Consider how a patient’s values and your own clinical judgment must be considered before applying the evidence in clinical decision making for an individual patient.

STUDY MATERIALS

Read “The Role of a Research Nurse in Translating Evidence Into Practice,” by Houlston, from Nursing Management (2012). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104555531&site=eds-live&scope=site

Explore the Office for Human Research Protections (OHRP) website. URL: http://www.hhs.gov/ohrp/

MODULE 5

DQ1

Identify the components of implementing your evidence-based practice project. What has been the most difficult component, and why? What do you think has gone well? Provide one piece of advice you would give to a colleague about the implementation process.

DQ2

Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project. This could range from support of the evidence-based project proposal to communication gaps. How could you address these problems?

STUDY MATERIALS

Read Chapters 16 and 17 in Advanced Nursing Research: From Theory to Practice. 

Read Chapters 11, 18, and 20 in Evidence-Based Practice in Nursing and Healthcare. 

Read “An Example of Qualitative Comparative Analysis in Nursing Research,” by Donnelly and Wiechula, from Nurse Researcher (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107955325&site=eds-live&scope=site

Read “Mechanisms Which Help Explain Implementation of Evidence-Based Practice in Residential Aged Care Facilities: A Grounded Theory Study,” by Masso, McCarthy, and Kitson, from International Journal of Nursing Studies (2014). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=96521319&site=eds-live&scope=site

Study “Diffusion of Innovation in Health Care,” by Cain and Mittman (2002), located on the California Health Care Foundation website. URL: http://www.chcf.org/publications/2002/05/diffusion-of-innovation-in-health-care

Read “30 Safe Practices for Better Health Care,” located on the Agency for Healthcare Research and Quality (AHRQ) website. URL: http://archive.ahrq.gov/research/findings/factsheets/errors-safety/30safe/30-safe-practices.html

Explore the Center for Theory of Change website. URL: http://www.theoryofchange.org/

MODULE 6

DQ1

When reviewing the literature and different types of evidence for your project, what gaps in the findings did you encounter? How could these gaps influence other researchers?

DQ2

What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based practice project?

STUDY MATERIALS

Read Chapter 27 in Advanced Nursing Research: From Theory to Practice. 

Read Chapters 12 and 16 and Appendix F in Evidence-Based Practice in Nursing and Healthcare. 

Read “Research, Evidence-Based Practice, and Clinical Improvement/Innovation Posters,” from the AORN Journal (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109809571&site=eds-live&scope=site

Read “Round and Round We Go: Rounding Strategies to Impact Exemplary Professional Practice,” by Reimer and Herbener, from Clinical Journal of Oncology Nursing (2014). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=99713777&site=eds-live&scope=site

Read “Discharge Planning Rounds to the Bedside: A Patient- and Family-Centered Approach,” by Wrobleski, Joswiak, Dunn, Maxson, and Holland, from MEDSURG Nursing (2014). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=95701875&site=eds-live&scope=site

MODULE 7

DQ1

Identify the audience for your EBP proposal and discuss strategies for disseminating the proposal.

DQ2

How will you ensure that all appropriate audiences receive information about research and EBP initiatives?

STUDY MATERIALS

Read Chapters 22-24 in Advanced Nursing Research: From Theory to Practice. 

Review Chapters 11 and 16 and Appendix F in Evidence-Based Practice in Nursing and Healthcare. 

Read “A Foundation for Patient Safety: Phase I Implementation of Interdisciplinary Bedside Rounds in the Pediatric Intensive Care Unit,” by Licata, Aneja, Kyper, Spencer, Tharp, Scott, Fiedor, and Pasek, from Critical Care Nurse (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=87974048&site=eds-live&scope=site

MODULE 8

DQ1

Post a rough draft of your “Evidence-Based Practice Presentation.” The purpose of this draft is to get feedback from your peers. Identify at least two areas you would like specific feedback for improvement.

Peers are encouraged to also comment on anything they feel is successful or could be further improved. Review all of the presentations, but provide critical commentary for at least one other posted presentation.

DQ2

The EBP process is a powerful way of advancing improvements in health care. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.

STUDY MATERIALS

Review Chapters 22-24 in Advanced Nursing Research: From Theory to Practice.

PLEASE READ THE ENTIRE ASSIGNMENT AND MAKE SURE ALL IS DONE INCLUDING EXCEL CHART. ATTACHED IS THE WEBSITE.

Prior to beginning work on this assignment, review the KIDS COUNT Data Center (Links to an external site.) This website is a project of the Annie E. Casey Foundation to track the well-being of children in the United States. Data can be accessed by location or by topics such as demographics, economic well-being, education, family and community, health and safety, and risky behaviors.

For this assignment, you will chart data using Microsoft Excel to produce charts that will be included in your Data Analysis paper. If you need assistance with using Microsoft products, you can review Microsoft’s Office Help & Training (Links to an external site.) web page.

To complete the Data Analysis Paper,

• Go to the KIDS COUNT Data Center (Links to an external site.)
• Choose one of the following data topics:
  • Demographics
  • Economic Well-being
  • Education
  • Family & Community
  • Health
  • Safety & Risky Behaviors
• Research your topic by extracting three scholarly, peer-reviewed articles on your chosen topic from the Ashford University Library.
• Choose your two state locations .
• Choose your national indicators.
• Choose a minimum of four years of data.
• Graph the data from the two different states the three following ways:
  • Line
  • Pie
  • Bar
• Analyze the findings in your data for each state relative to the peer-reviewed articles that you read on your chosen topic. For additional help review the Ashford Writing Center’s Summary vs. Analysis (Links to an external site.)

The Data Analysis Paper

• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.)
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
  • For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
• Address the topic of the paper with critical thought.
• Include a description of the data found, and the data source. (Summarize the data found, and how it was collected and eventually made available to the data center.) Include your three graphs and analyze which graph is most appropriate for the data and state why.
• Describe any trends found in the data.
• Include a minimum of three reasons why the data is similar or different from the two locations or over time.
• Summarize three articles from scholarly sources (excluding your textbook) that discuss the data you selected.
  • The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
• Full page graphs are not counted as part of the three to four page minimum.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

  

Scenario 3: A 34-year-old Hispanic-American male with end-stage renal disease received kidney transplant from a cadaver donor, as no one in his family was a good match. His post-operative course was uneventful, and he was discharged with the antirejection drugs Tacrolimus (Prograf), Cyclosporine (Neoral), and Imuran (Azathioprine). He did well for 3 months and had returned to his job as a policeman. Six months after his transplant, he began to gain weight, had decreased urine output, was very fatigued, and began to run temperatures up to 101˚F. He was evaluated by his nephrologist, who diagnosed acute kidney transplant rejection.

Develop a 1- to 2-page case study analysis in which you:

· Explain why you think the patient presented the symptoms described.

· Identify the genes that may be associated with the development of the disease.

· Explain the process of immunosuppression and the effect it has on body systems.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references