Present your approved intervention to the patient, family, or group and record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).

For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Reference

Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. 
Sciedu International Journal of Higher Education, 7(4).

Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.

Part 1

Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you've logged all of your practicum hours in Capella Academic Portal.

The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the
 BSN Practicum Campus page for more information and instructions on how to log your hours.

Use the 
Intervention Feedback Form: Assessment 5 [PDF]
 Download Intervention Feedback Form: Assessment 5 [PDF]as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.

Part 2

Record a 10–15 minute video reflection on your practicum experience, the development of

your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.

You’re welcome to use any tools and software with which you are comfortable, but make sure you're able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to 
Using Kaltura for more information about this courseroom tool.

Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact 
[email protected] to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.

· Assess the contribution of your intervention to patient or family satisfaction and quality of life.

· Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.

· Explain how your intervention enhances the patient, family, or group experience.

· Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.

· Explain how the principles of evidence-based practice informed this aspect of your project.

· Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.

· Identify opportunities to improve health care technology use in future practice.

· Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.

· Note specific observations related to the baccalaureate-prepared nurse's role in policy implementation and development.

· Explain whether capstone project outcomes matched your initial predictions

·

· Discuss the aspects of the project that met, exceeded, or fell short of your expectations.

· Discuss whether your intervention can, or will be, adopted as a best practice.

· Describe the generalizability of your intervention outside this particular setting.

· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.

· Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.

· Address your provision of ethical care and demonstration of professional standards.

· Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.

· Communicate professionally in a clear, audible, and well-organized video.

Additional Requirements

Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 2: Make clinical and operational decisions based upon the best available evidence.

· Describe one's use of evidence and peer-reviewed literature to plan and implement a capstone project.

· Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.

· Explain whether capstone project outcomes matched one's initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.

· Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.

· Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.

· Competency 5: Analyze the impact of health policy on quality and cost of care.

· Explain how health policy influenced the planning and implementation of one’s

·

· capstone project, as well as any contributions the project made to policy development.

· Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

· Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.

· Competency 8: Integrate professional standards and values into practice.

· Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.

· Communicate professionally in a clear and well-organized video.

Introduction

This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Preparation

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of 

Healthy People 2030
.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

· Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Design patient-centered health interventions and timelines for a selected health care problem.

· Address three health care issues.

· Design an intervention for each health issue.

· Identify three community resources for each health intervention.

· Consider ethical decisions in designing patient-centered health interventions.

· Consider the practical effects of specific decisions.

· Include the ethical questions that generate uncertainty about the decisions you have made.

· Identify relevant health policy implications for the coordination and continuum of care.

· Cite specific health policy provisions.

· Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.

· Clearly explain the need for changes to the plan.

· Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.

· Use the literature on evaluation as guide to compare learning session content with best practices.

· Align teaching sessions to the Healthy People 2030 document.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Portfolio Prompt: Save your presentation to your 
ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Context

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

Step 1. Critical:  all else depends on your finding a Randomized Controlled (Clinical) Trial Peer-Reviewed Journal Article (Level II Evidence)  Review Figure 1.1,~ p. 13 of your textbook for the Level of Evidence Pyramid, which shows an RCT is at Level II. When you communicate with physicians about an article, they respect the article more when it is at least on the Level II evidence pyramid, which suggests more credibility and possibly better input regarding outcomes of care.  Find your peer-reviewed Randomized Controlled Trial (RCT) article related to your area of interest.  If you are not sure of how to find articles using our DCN Databases,do the following:

1. Go to the DCN Home Page
2. Notice that there are 3 columns and 3 rows, each with a green heading category.  Go to the second row, first column, and click on Databases. Once your see the top heading, Database Access, look below and see “For DCN Students: Database Use Tutorial (MP4 Recording). Study the tutorial, and it will assist you in finding a Randomized Controlled (Clinical) Trial article
3. If you need further assistance with finding an article after you review the tutorial, email Mr. Madsen, Director of the LRC. He has a Masters of Library Services degree, and can assist you in finding articles that you may not be able to access. If you find an article that charges a fee, e-mail Mr. Madsen the article you need, and he can usually get the full text article for you at no charge. His email address is [email protected].

Step 2.  Once you have your article, read it, and then look at the CONSORT Checklist, and write the page number in the article that has the information the checklist requires. (FYI, researchers who publish their research use this checklist to be sure they have everything in their article, or it is often not accepted by premier scholarly publishers). The checklist is worth 25 points, as it takes time and discernment to do it correctly.

Step 3:  Once your fill out the CONSORT CHECKLIST (25 points), you must then write a formal summary of the Analysis of Strengths and Weaknesses (worth 8 points) that you will notice is on the CONSORT checklist. The following steps are to assist you in distilling the specifics for what is required in the Analysis of Strengths and Weaknesses for the CONSORT checklist. .

Step 4  Specifics of the ANALYSIS OF STRENGTHS AND WEAKNESSES.  Review ~p. 9 of your research textbook, and then note how to write
 

1. Introduction  (1 point)

                   + Purpose of the RCT (discuss)

1. Overall Strengths and Weaknesses  (1 point) 

                  +  Research Design (Discuss)

                  +  Important Findings

1. Reliability and Validity  (2 points) (Check the

     methods, instruments, measurements or

     procedures sections of article); statistics; Level of Evidence and

     implications; cause-effect measurement; any threats to internal

     or external validity

1. Ethics (1 point)

                  +  IRB? +Conflict of Interest +Informed Consent Signed

1. Topic/Summary  (2 points)

                 + Implications

                 + Limitations

                 + Recommendation(s)

Instructions

In small groups, students will develop a visual communication project—an infographic—in which they use an image(s) to create a message that meaningfully informs or persuades an audience. The infographic should be like a poster you might see on the wall in a doctor’s office, containing a variety of types of information on a topic.  The topic does not need to be restricted to healthcare.  Be sure to follow APA throughout, treat all copyrighted images as research sources, and cite appropriately. Be sure to address all rubric criteria.

Required Format and Process

This assignment has two parts: 1) in groups, students will create an infographic (an image or a collection of images combined with text for the purpose of making a statement, illustrating a concept, or describing a process); students should decide early if they are aiming to inform or persuade, and research must inform the project; 2) the group will incorporate appropriate language to support the message to complete their infographic.

Example: To complete this assignment, each group  will: 1) choose a focus and goal (to either inform or persuade); 2) decide on the approach (illustrate process or make an impact); 3) select or create appropriate image(s); 4) conduct relevant research; 5) incorporate appropriate text to support the overall message in a well-designed infographic. Note: any online image must be cited just as text would (groups are free to create their own images for the infographic by using their own creative means, such as photography, drawing, etc.).

Assignment Support

Be sure to check out the Visual Communication Assignment Support documentOpen this document with ReadSpeaker docReaderLinks to an external site., as it provides samples and tips for creating infographics for you to consider.

(USLO 8.2)