See attached documents
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.
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.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| NRS-493 | NRS-493-O501 | Literature Evaluation Table | 50.0 | |||||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | ||||
| Content | 100.0% | |||||||||||
| Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article | 5.0% | Author, journal (peer-reviewed), and permalink or working link to access article section is not included. | Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete. | Author, journal (peer-reviewed), and permalink or working link to access article section is present. | Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed. | Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details. | ||||||
| Article Title and Year Published | Article title and year published section is not included. | Article title and year published section is present, but it lacks detail or is incomplete. | Article title and year published section is present. | Article title and year published section is clearly provided and well developed. | Article title and year published section is comprehensive and thoroughly developed with supporting details. | |||||||
| Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study | 10.0% | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details. | ||||||
| Design (Type of Quantitative, or Type of Qualitative) | Design (type of quantitative, or type of qualitative) section is not included. | Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete. | Design (type of quantitative, or type of qualitative) section is present. | Design (type of quantitative, or type of qualitative) section is clearly provided and well developed. | Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details. | |||||||
| Setting or Sample | Setting or sample section is not included. | Setting or sample section is present, but it lacks detail or is incomplete. | Setting or sample section is present. | Setting or sample section is clearly provided and well developed. | Setting or sample section is comprehensive and thoroughly developed with supporting details. | |||||||
| Methods: Intervention or Instruments | Methods: Intervention or Instruments section is not included. | Methods: Intervention or Instruments section is present, but it lacks detail or is incomplete. | Methods: Intervention or Instruments section is present. | Methods: Intervention or Instruments section is clearly provided and well developed. | Methods: Intervention or Instruments section is comprehensive and thoroughly developed with supporting details. | |||||||
| Analysis | Analysis section is not included. | Analysis section is present, but it lacks detail or is incomplete. | Analysis section is present. | Analysis section is clearly provided and well developed. | Analysis section is comprehensive and thoroughly developed with supporting details. | |||||||
| Key Findings | Key findings section is not included. | Key findings section is present, but it lacks detail or is incomplete. | Key findings section is present. | Key findings section is clearly provided and well developed. | Key findings section is comprehensive and thoroughly developed with supporting details. | |||||||
| Recommendations | Recommendations section is not included. | Recommendations section is present, but it lacks detail or is incomplete. | Recommendations section is present. | Recommendations section is clearly provided and well developed. | Recommendations section is comprehensive and thoroughly developed with supporting details. | |||||||
| Explanation of How the Article Supports EBP or Capstone | Explanation of how the article supports EBP or capstone section is not included. | Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete. | Explanation of how the article supports EBP or capstone section is provided. | Explanation of how the article supports EBP or capstone section is clearly provided and well developed. | Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details. | |||||||
| Presentation | The piece is not neat or organized, and it does not include all required elements. | The work is not neat and includes minor flaws or omissions of required elements. | The overall appearance is general, and major elements are missing. | The overall appearance is generally neat, with a few minor flaws or missing elements. | The work is well presented and includes all required elements. The overall appearance is neat and professional. | |||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | The writer is clearly in command of standard, written, academic English. | |||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||||||
| Total Weightage | 100% |
2
Professional Capstone and Practicum Reflective Journal
Rico Hernandez
Grand Canyon University: NRS-493-0505
Instructor: Joe Barton
11 /14/2021
Professional Capstone and Practicum Reflective Journal
The pandemic depicted the importance and need to have enhanced technology in the health care environment. When most healthcare providers needed to reduce infection through wearing protective heath equipment, technology was needed. Not only was the technology important during the health care provision, but before any care would be provided. Cities like Wuhan, where there were a lot of cases, had many patients suffering from the coronavirus. The government utilized technology to spray the town and even ensure that people maintained a healthy environment and lifestyle (Mokhov et al., 2020). The demand for handwashing was high, and the reduction of human contact was important.
The health care providers needed to be creative to ensure that hand hygiene is prioritized for the patients and other people in need of health services. The ability to utilize the technology without touching any areas of soap makes it even easier to reduce the spread of illnesses. New technologies such as motion sensor soap and sanitizer dispensers were introduced. They ensured efficient management of the spread of the illness through undertaking reliable care (Mokhov et al., 2020). The handwashing and use of sanitizer would allow the patients to have sufficient protection from germs and prevent any hospital infections.
The robots and telecommunication devices also made it easier to provide services in the health care environment. The robots could be controlled manually or automatically with the help of all. It would be reliable and effective to promote sufficient care in managing illnesses that are performed as an essential role in mitigating COVID-19 (Thilagaraj et al., 2021). The use of remote care through robotics and other technologies prevents any new infections. It reduces the pressure of patient care providers having to be in multiple places at the same time. It also reduces the issue of burnout as most health care providers can also use robotics to administer care still.
Nursing as professional practice is quite demanding and requires the input of all the involved stakeholders. It needs the individuals to be directly engaged in terms of sharing information and ideas. The personal strengths and weaknesses I identified about myself are that I prefer working alone more than interacting with people. This factor may result in anxiety if I have to work in teams and possess coordination (Thilagaraj et al., 2021). A strength that I realized I have is that I am a good team leader. My leadership skills have helped me coordinate with multiple people in different activities. The introduction of electronic systems in the health care environment would allow for better results to be achieved.
References
Mokhov, A. A., Svirin, Y. A., Gureev, V. A., Kulakov, V. V., & Shestov, S. N. (2020). Social and Legal Healthcare Models and Their Functioning During a Global Crisis. Cuestiones Políticas, 38.
http://hdl.handle.net/11540/11758
.
Thilagaraj, M., Krishnakumar, R., Kiruthika, S., Meena, K., Krishnan, S. H. B., & Logeswaran, M. V. (2021). IoT-based embedded system for continuous healthcare monitoring. Annals of the Romanian Society for Cell Biology, 4420-4424.
https://www.annalsofrscb.ro/index.php/journal/article/view/2988
Welcome to Week 9!
Date: Feb 7, 2022 12:00 AM
Description
Hi Class,
Welcome to week 9! This week we will:
1. Design a professional presentation for dissemination of the capstone project change proposal.
2. Integrate reflective practice into the practicum reflective journal.
3. Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
You have professional presentation due, essentially this is turning your capstone project into a Power Point presentation for review. You will present this to your preceptor and any other applicable stake holders in week 10.
Please let me know if you have any question. As always, thank you for your hard work. You are almost to the finish line.
All my best,
Leslie
Isaiah 64:4 He will sustain you.
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