NRS 493 Capstone Project Topic Selection and Approval MARISE Paper
NRS 493 Capstone Project Topic Selection and Approval MARISE Paper
NRS 493 Capstone Project Topic Selection and Approval MARISE Paper
NRS 493 Capstone Project Topic Selection and Approval MARISE
The selection of a capstone project topic characterizes the suggestion of a nursing issue that needs to be resolved, or recommending ways to deal with a given nursing issue. The selected nursing issue in this project is fall management and prevention among older patients in nursing homes. The purpose of this paper is to provide awareness about fall management and prevention in elderly people admitted to nursing homes.
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The Problem
The identified problem entails falls among elderly patients in nursing homes. Today, patient falls are one of the top health concerns in the American health industry. Many of the falls in nursing homes occur in older patients. The falls in this population can be attributed to various health issues and complications that include effects of treatment processes (Vaishya & Vaish, 2020). The falls can also be attributed to muscle weakness, unsafe physical environment, and mental health problems (Vaishya & Vaish, 2020). Falls increase the risk of more injuries, disabilities, and deaths. As such, it is important to develop strategies to manage and prevent falls to ensure patient safety.
The Setting
The project will be conducted in a local nursing home. The project will focus on patients aged 65 years and above who are susceptible to falls and admitted to the nursing home. More elderly persons are living in these facilities and this necessitates selecting nursing home as the setting for the EBP project proposal.
Problem Description
Falls among elderly patients admitted to nursing homes are widespread and are attributed to various health issues, complex treatment processes, muscle weakness, unsafe physical environment, and mental health problems (Toye et al., 2019). The incidences of falls continue to increase due to the failure of nursing homes to implement strategies to manage and prevent falls such as the use of technology and provision of training and education to clinicians. Failure by nursing homes to address patient falls leads to serious adverse patient health outcomes.
Effect of the Problem
Falls in elderly patients are associated with a significant economic burden stemming from huge monetary demands needed in managing the consequences of falls (Heng et al., 2022). The economic burden is also attributed to the reduction of productivity in elderly persons at personal, family, community, and national levels. According to Huynh et al., (2021), patient falls also lead to implications such as longer hospital stays, injury-related disabilities, fractures, and deaths. As such, nursing homes should implement programs seeking to manage and prevent elderly patient falls.
Significance of the Problem and its Implication for Nursing Practice
As stated earlier, patient falls leads to numerous adverse outcomes in elderly patients in nursing homes. However, managing and preventing falls is crucial in the reduction of fall incidences and the associated negative implications leading to enhanced safety of patients (Turner et al., 2022). In turn, enhanced patient safety and prevention of patient falls are critical in nursing practice because it significantly minimizes the workload and enhances job satisfaction.
Proposed Solution
The proposed solution to fall in elderly patients in nursing homes is increasing awareness of fall management and prevention strategies by clinicians and patients through education. The education program is essential in empowering healthcare providers and patients to make informed decisions and take responsibility for safety (Heng et al., 2022). This solution is expected to help in lowering the incidences of falls and associated injuries, enhance quality of life, and improve patient outcomes.
Conclusion
Patient falls among elderly patients admitted to nursing homes are widespread and are associated with myriad negative outcomes. This project intends to address this issue through education. The education program is essential in empowering healthcare providers and patients to make informed decisions and take responsibility for safety to avoid falls.
References
Heng, H., Kiegaldie, D., Shaw, L., Jazayeri, D., Hill, A. M., & Morris, M. E. (2022). Implementing patient falls education in hospitals: a mixed-methods trial. Healthcare, 10(7):1298). https://doi.org/10.3390/healthcare10071298
Huynh, D., Lee, O. N., An, P. M., Ens, T. A., & Mannion, C. A. (2021). Bedrails and falls in nursing homes: A systematic review. Clinical nursing research, 30(1), 5-11. https://doi.org/10.1177/1054773820907805
Toye, C., Slatyer, S., Kitchen, S., Ingram, K., Bronson, M., Edwards, D., … & Hill, K. D. (2019). Bed moves, ward environment, staff perspectives and falls for older people with high falls risk in an acute hospital: a mixed methods study. Clinical interventions in aging, 2223-2237. DOI: 10.2147/CIA.S211424
Turner, K., Staggs, V. S., Potter, C., Cramer, E., Shorr, R. I., & Mion, L. C. (2022). Fall prevention practices and implementation strategies: Examining consistency across hospital units. Journal of patient safety, 18(1), e236-e242.
DOI: 10.1097/PTS.0000000000000758
Vaishya, R., & Vaish, A. (2020). Falls in older adults are serious. Indian Journal of orthopaedics, 54, 69-74. https://doi.org/10.1007/s43465-019-00037-x
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Assessment Description
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:
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Significance of the topic and its implications for nursing practice.
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.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
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Capstone Project Topic Selection and Approval – Rubric
LISTGRID
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Rubric Criteria
Total40 points
| Criterion | 1. Unsatisfactory | 2. Insufficient | 3. Approaching | 4. Acceptable | 5. Target |
|---|---|---|---|---|---|
| Project Topic for Focus of Change Proposal
Project Topic for Focus of Change Proposal |
0 points
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted. |
1.5 points
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete. |
1.58 points
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed. |
1.78 points
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support. |
2 points
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. |
| Setting or Context Where Project Topic Is Observed
Setting or Context Where Project Topic Is Observed |
0 points
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted. |
3 points
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete. |
3.16 points
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed. |
3.56 points
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support. |
4 points
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. |
| Detailed Description of Project Topic
Detailed Description of Project Topic |
0 points
A description of the project topic is omitted. |
4.5 points
A description of the project topic is presented but is largely incomplete. |
4.74 points
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed. |
5.34 points
A description of the project topic is presented. Minor aspects are unclear or require support. |
6 points
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident. |
| Effect of Identified Problem or Issue
Effect of Identified Problem or Issue |
0 points
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted. |
4.5 points
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete. |
4.74 points
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed. |
5.34 points
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support. |
6 points
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 Significance and Implications for Nursing Practice
Topic Significance and Implications for Nursing Practice |
0 points
Significance of topic and its implications for nursing practice is omitted. |
3 points
Topic is presented but criteria are incomplete. |
3.16 points
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed. |
3.56 points
Topic and criteria are presented. Minor aspects are unclear or require support. |
4 points
Topic and criteria are clearly and logically presented. Support and rationale are evident. |
| Proposed Solution for Identified Project Topic and Implications for Nursing Practice
Proposed Solution for Identified Project Topic and Implications for Nursing Practice |
0 points
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted. |
3 points
Topic is presented but criteria are incomplete. |
3.16 points
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed. |
3.56 points
Topic and criteria are presented. Minor aspects are unclear or require support. |
4 points
Topic and criteria are clearly and logically presented. Support and rationale are evident. |
| Peer-Reviewed Articles
Peer-Reviewed Articles |
0 points
Fewer than six peer-reviewed articles are presented. |
1.5 points
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria. |
1.58 points
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria. |
1.78 points
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria. |
2 points
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria. |
| Thesis, Position, or Purpose
Communicates reason for writing and demonstrates awareness of audience. |
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
2.1 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. |
2.21 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
2.49 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated. |
2.8 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
| Development, Structure, and Conclusion
Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered. |
2.1 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose. |
2.21 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose. |
2.49 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose. |
2.8 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose. |
| Evidence
Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
1.8 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
1.9 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
2.14 points
Relevant evidence that includes other perspectives is used. |
2.4 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered. |
| Mechanics of Writing
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
1.8 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
1.9 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
2.14 points
Few mechanical errors are present. Suitable language choice and sentence structure are used. |
2.4 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
| Format/Documentation
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. |
0 points
Appropriate format is not used. No documentation of sources is provided. |
1.2 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
1.26 points
Appropriate format and documentation are used, although there are some obvious errors. |
1.42 points
Appropriate format and documentation are used with only minor errors. |
1.6 points
No errors in formatting or documentation are present. |
