NRS 493 Topic 5 Midterm Evaluation of Student AssessmentNRS 493 Topic 5 Midterm Evaluation of Studen

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NRS 493 Topic 5 Midterm Evaluation of Student Assessment

NRS 493 Topic 5 Midterm Evaluation of Student Assessment

The preceptor will perform a midterm evaluation with the faculty. The faculty will input the evaluation content into the Lopes Activity Tracker. The student will upload the evaluation into LoudCloud after meeting with the preceptor to discuss the midterm evaluation.

Students must meet all clinical expectations of the course, earn a passing grade on all benchmark assignments, and successfully complete remediation (if necessary) in order to receive a passing grade in the NRS-493 course.

This NRS 493 Topic 5 Midterm Evaluation of Student Assessment assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 5 Clinical Practice Experience Remediation

Students who are not making appropriate progress on their capstone project and receive an “Unacceptable” or “Below Expectations” on the CET will be required to complete remediation activities. Required remediation activities are listed on the “NRS-493: Clinical Experience Remediation” document.  The required activities must be submitted in LoudCloud upon their completion by the end of Topic 7.  All required remediation activities will be reviewed and approved by the faculty.

NRS 493 Topic 5 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 5 Strategic Plan Summary

Assess the culture of the organization for potential challenges in incorporating the nursing practice intervention. Use this assessment when creating the strategic plan.

Write a 150-250 word strategic plan defining how the nursing practice intervention will be implemented in the capstone project change proposal.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 6 Literature Review

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Literature Evaluation Table Example 

Student Name:

Change Topic (2-3 sentences):

CriteriaArticle 1Article 2Article 3Article 4Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of diabetes research, 2019. https://doi.org/10.1155/2019/1073131Nassar, C. M., Montero, A., & Magee, M. F. (2019). Inpatient diabetes education in the real world: an overview of guidelines and delivery models. Current diabetes reports, 19(10), 1-8. https://doi.org/10.1007/s11892-019-1222-6Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International journal of environmental research and public health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323Chatterjee, S., Davies, M. J., Heller, S., Speight, J., Snoek, F. J., & Khunti, K. (2018). Diabetes structured self-management education programs: a narrative review and current innovations. The Lancet Diabetes & Endocrinology, 6(2), 130-142. https://doi.org/10.1016/S2213-8587(17)30239-5Article Title and Year Published Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China, 2019Inpatient diabetes education in the real world: an overview of guidelines and delivery models, 2019Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes, 2019Diabetes structured self-management education programs, 2018Research Questions (Qualitative)/Hypothesis (Quantitative)  Is a simple outpatient diabetes self-management education program effective?Do hospitals face challenges in delivering inpatient diabetes education with the increase in readmission and hospitalizations?How does applying customized diabetes management programs through pattern management affect individual self-care behaviors and self-efficacy in patients with type two diabetes mellitus?What improvements have been seen in self-management diabetes education programs during the last two decades?Purposes/Aim of StudyAssessing the effectiveness of a simple outpatient diabetes self-management education programProviding an overview of the current state of inpatient diabetes education using the existing guidelines and education models.Investigating the effect of applying customized diabetes education programs on patients’ self-care behaviors and self-efficacy.Assessing the improvement in self-management diabetes education programs.Design (Type of Quantitative, or Type of Qualitative) Single-blinded randomized control studySummary overview of the existing diabetes education models.Nonequivalent control group pretest-protest designNarrative review.Setting/Sample 60 patients in an outpatients department Xiangya Hospital, Central South UniversityDiabetes-Specialty care models and diabetes-non-specialty care models were reviewed.Type 2 diabetes patients of age 18-70 who visited the hospital between March 2017 and September 2017Existing self-management diabetes education programsMethods: Intervention/Instruments A two-group experimental design was used.Diabetes Education models Summary reviewpretest-posttest design to test the effects of PM-based diabetes education utilizing CGMS results of patients with diabetesSystematic reviews of diabetes self-management education programs done between 2012 and 2017Analysis SDSDA, PAID, FBG, postprandrial2 hblood glucose and HbA1c tests were all performed to evaluate the effects of interventions for both groups before andAfter three months.The existing inpatient diabetes education models were discussed according to their reported outcomes.The effects on self-efficacy and self-care behavior were analyzed using ANOVA. Collected data were analyzed using SPSS version 22Analysis of the evidence-based reports of the articles reviewed.Key Findings For the control group, Scores of the diabetes self-care activities significantly improved in the intervention group after the intervention.Inpatient diabetes education should provide survival skills for self-management upon discharge until more outpatient education is provided.Positive changes in self-care behavior were observed. Self-care behaviors improved after diabetes education programs.There is an increase in self-empowerment in self–management diabetes education models. There is an integration of psychosocial models in diabetes education.Recommendations Diabetes self-management education can improve psychological conditions and glycemic control in T2DM.Both diabetes specialty care models and diabetes non-specialty care models can be used successfully for inpatient diabetes education.Customized diabetes education programs specific to each patient’s characteristics should be developed.Psychosocial issues and communication should be considered in self-management education.Explanation of How the Article Supports EBP/Capstone Project The article provides evidence of the impact of education on patients with type 2 diabetes. The article shows that well-structured education is the basis of patient responsibility and increases patient self-management.The article provides an overview of inpatient patient education. It shows the superiority of structured education to other forms of patient education. It offers alternatives for patient education.The article introduces the importance of education in increasing self-efficacy and self-management. It supports that patient education is the best intervention to improve self-efficacy and self-management because diabetes care is highly dependent on patients’ interventions.The study shows that structured education programs utilizing nursing terminologies are the best interventions to deliver quality education. The standardized terminologies are vital in covering patients’ differences.CriteriaArticle 5Article 6Article 7Article 8Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article Ghisi, G. L. D. M., Seixas, M. B., Pereira, D. S., Cisneros, L. L., Ezequiel, D. G. A., Aultman, C., Sandison, N., Oh, P., & da Silva, L. P. (2021). Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study. BMC public health, 21(1), 1-16. https://doi.org/10.1186/s12889-021-11300-yXu, G., Liu, B., Sun, Y., Du, Y., Snetselaar, L. G., Hu, F. B., & Bao, W. (2018). Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study. BMJ, 362. https://doi.org/10.1136/bmj.k1497Rahaman, H. S., Jyotsna, V. P., Sreenivas, V., Krishnan, A., & Tandon, N. (2018). Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study. Indian Journal of Endocrinology and Metabolism, 22(1), 74. https://dx.doi.org/10.4103/ijem.IJEM_148_17Galaviz, K. I., Weber, M. B., Straus, A., Haw, J. S., Narayan, K. V., & Ali, M. K. (2018). Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose. Diabetes Care, 41(7), 1526-1534. https://doi.org/10.2337/dc17-2222Article Title and Year Published Patient education program for Brazilians living with diabetes and prediabetes: findings from a development study, 2021Prevalence of diagnosed type 1 and type 2 diabetes among U.S. adults in 2016 and 2017: a population-based study, 2018Effectiveness of a patient education module on diabetic foot care in outpatient setting: An open-label randomized controlled study.Global diabetes prevention interventions: a systematic review and network meta-analysis of the real-world impact on incidence, weight, and glucose, 2018Research Questions (Qualitative)/ Hypothesis (Quantitative) Can there be a diabetes education program that is specifically applicable to Brazilians living with diabetes?How prevalent is diabetes type 1 and 2 among us adults?How effective is the foot care education module that the team had developed?Can LSM strategies implemented under real-world conditions lower diabetes risk and promote weight loss?Purposes/Aim of StudyDevelop a diabetes patient education program applicable to the Brazilian population living with diabetes.Estimating the prevalence of diagnosed cases of diabetes type 1 and 2 in the U.S. general population and the proportion among U.S. adults.Assessing the effectiveness of a foot care education module the authors had developed.The purpose of this study was to synthesize global evidence on the impact of LSM strategies on diabetes incidence and risk factors in one parsimonious model.Design (Type of Quantitative, or Type of Qualitative) Narrative of existing diabetes education programsNationwide, population-based, cross-sectional surveyRandomized controlled studyEpidemiological study designSetting/Sample Both inpatient and outpatient Brazilians living with diabetes. Diabetes patient educatorsNational health interview survey 2016 and 2017. U.S. adults aged 20 and above165 Adult patients diagnosed with Diabetes type 1 or 2 attending endocrinology from July 2015 to December 2016PubMed, Embase, Cochrane Library, and ClinicalTrials.gov were searched for studies published between January 1990 and April 2015.Methods: Intervention/ Instruments Review of the development process of diabetes patient education programs.Data was collected through NHIS and standardized questionnaires.Block randomization was used to divide the patients into a control group and an intervention groupMeta-analysis was used to obtain evidence of the effectsAnalysis Best practices in diabetes education programs in Brazil and South America were analyzed using systematic reviews.Data were statistically analyzed using survey weights.Randomized control trials were used to analyze the effect of healthcare education on foot care knowledge and behavior in diabetes patients.random-effects meta-analysis techniques were applied to obtain a pooled pre/post mean difference for weight and glucose outcomes among intervention participantsKey Findings Development phases of a diabetes education program were explained. A program applicable to Brazilian patients was developed.The study provided benchmark estimates on the national prevalence of diagnosed type 1 diabetes (0.5%) and type 2 diabetes (8.5%) among U.S. adults. Among U.S. adults with diagnosed diabetes, type 1 and type 2 diabetes accounted for 5.6% and 91.2%, respectively.The module was effective. Persistent change in foot care behavior requires the patient to have reinforcement regularly.The study found that participants receiving an intervention had a 29% lower risk of developing diabetes, lost 1.5 kg more body weight, and reduced FBG by 0.09 mmol/L more than participants not receiving one.Recommendations The program’s effectiveness must be tested in the future as meeting individual needs requires sustained efforts.The study recommends further investigations into the disparities in the prevalence.The study recommends further improvement on the diabetes patient education module.Even though LSM strategies can succeed in diabetes prevention, the study recommends further studies in low-income countries.Explanation of How the Article Supports EBP/Capstone The article shows the applicability and importance of education in diabetes care. The article provides evidence of increased self-management and better patient education after diabetes education, hence proving the project’s viability.The article provides data on the real-world prevalence of diabetes. It portrays it as a priority clinical problem. In addition, it recommends specific interventions such as mass awareness and patient education to reduce the diabetes healthcare burden.The article reviews the costs of diabetes. It also examines its interventions and preventability. The article recommends rigorous public sensitization and patient education to prevent diabetes and its complications.The article reviews global diabetes prevention interventions. Diabetes education features as an essential intervention in the prevention and prognosis of diabetes.

NRS 493 Professional Capstone Practicum Essays GCU – Topic 6 Capstone Change Project Resources

Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

The assignment will be used to develop a written implementation plan.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 6 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 7 Capstone Change Project Evaluation Plan

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s) NRS 493 Topic 5 Midterm Evaluation of Student Assessment.

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 8 Benchmark Capstone Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background
2. Clinical problem statement.
3. Purpose of the change proposal in relation to providing patient care in the changing health care system.
4. PICOT question.
5. Literature search strategy employed.
6. Evaluation of the literature.
7. Applicable change or nursing theory utilized.
8. Proposed implementation plan with outcome measures.
9. Discussion of how evidence-based practice was used in creating the intervention plan.
10. Plan for evaluating the proposed nursing intervention.
11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.
12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Review the feedback from your instructor on the Topic 3 assignment, PICOT Question Paper, and Topic 6 assignment, Literature Review. Use this feedback to make appropriate revisions to these before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.1:     Exemplify professionalism in diverse health care settings.

2.2:     Comprehend nursing concepts and health theories.

3.2:     Implement patient care decisions based on evidence-based practice.

NRS 493 Topic 8 Professional Capstone and Practicum Reflective Journal

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Capstone Project Change Proposal Presentation for Faculty Review and Feedback

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite.

NRS 493 Topic 9 Professional Capstone a

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