Top: High alert saline solutionsSolution: Different ways of storing and color-coding to avoid mix up and potential complications.
All sources must be US based.
- Identify a practice/problem/policy on your assigned unit. Be specific as to how this affects the unit you are working on. Discuss with your professor and prepare a draft on your proposed change by Module 5.
- Find evidence to support this practice/policy change. You may use research articles, meta-analysis, and integrative reviews from peer-reviewed journals.
These sources must have been published within the last 5 years.
- Summarize the evidence from at leastfiveprofessional sources. These sources should be organized in a summary table. An example of this is located on page 165 of Grove, S. & Gray, J. (2015);Understanding Nursing Research.(7th ed.). Elsevier; St. Louis.
- You must create an appendix in your paper that includes: any surveys, the summary table of sources, and any additional resources such as visual aids or tools created for this project.
- Evaluate the evidence. Is the evidence strong enough to change practice/policy or support a current practice/policy?
- Does the evidence support the practice/policy?
- Make recommendations based on the evidence. How could you apply your recommendations on your unit?
Felician University NUR 460 Capstone Project Rubric Grading Criteria Name ______________________ Grade_______________________ Possible Points Awarded Practice Problem/Abstract 5% Supporting Evidence (addressing Lewin’s Change Theory) 25% Evaluation of Evidence 15% Recommendations 20% Poster/ Presentation (see Poster/Presentation rubric for grading criteria) 15% First Draft Submission/ including abstract and matrix 10% APA Format, spelling, grammar, organization, citations 10% Comments Capstone Project Rubric Criteria 5 4 3 2 1 0 Practice Problem/Abstract 5% Abstract is well-written, free of mistakes and identifies change, relevance, and methods are clear. Abstract is mostly well-written, with slight lack of clarity on change project idea. Abstract is good, with a few alterations to add to have more clarity on change idea. Abstract is unclear as to what the alterations, relevance, and methods of change project are going to entail. Abstract is very poorly written, leaving questions about the purpose, relevance, and methods of the research. Abstract is not complete, and no identifiable change is noted that can be applied to specific unit. Supporting Evidence (addressing Lewin’s Change Theory) 25% Supporting research is excellent in identifying the need for change. Minimum of at least 5 scholarly resources applied. All three steps have been applied and successful explained how the actual change will be implemented using these actions. Supporting evidence is very strong in identifying the need for change. Minimum of at least 5 scholarly resources applied. All three steps have been discussed and explained, could use alittle more clarity in explaining the implementation process. Supporting evidence is good in identifying the need for change. Less than 5 scholarly resources applied, or research sources are not current or apply to topic. The three steps have been discussed, unclear or not discussed as to how these three steps would be implemented. Supporting evidence needs work in identifying a clear and evident change. Less than 5 scholarly resources applied, or research sources are not current or apply to topic. The three steps have not been applied to the topics actual change; just discussed the three steps. Supporting evidence is weak in identifying a change to initiate. Minimum amount of supporting evidence, not current or apply to topic. The three steps have not been applied to the topics or discussed properly. Supporting evidence is not current or present in supporting the change topic. No scholarly articles applied to topic. No application of Lewin’s Theory discussed. Evaluation of Evidence 15% Literature review is comprehensive and clearly described. Clearly describes the current state of literature related to the change project. Literature review is well-written, and evidence synthesis is thorough. Missing one small component of literature evaluation that could strengthen evidence. Literature review and evidence synthesis is adequately described and applies to the change project. Missing two components of literature evaluation that would strengthen evidence. Literature review and evidence synthesis is limited and unclear how it applies fully to the change project. Missing three components of literature evaluation that would strengthen evidence. Literature review and evidence synthesis is limited and poorly applied to the change project. Missing 4 or more components of literature evaluation that would strengthen evidence. Did not provide a literature review or synthesis of evidence in capstone paper. Recommendations 20% Recommendations of initiation of the change project are extremely clear. All major points are well supported. Recommendations of initiation of the change project are noticeably clear. Missing one key point in supporting your change. Recommendations of initiation of the change project is clear. Missing two key points in supporting your change. Recommendations of initiation of the change project are vague. Missing three key points in supporting your change. Recommendaions of initiation of the change project are unclear. Missing supporting evidence to aid your change. No recommendations of how to initiate your change project. No supporting evidence written. Poster/ Presentation 15% Use: GRADING RUBRIC FOR ORAL POSTER PRESENTATION for this criteria First Draft Submission/ including abstract and matrix 10% The literature matrix is completed correctly with at least 5 scholarly articles highlighted. The abstract has a completed title; includes clear keywords, provides accurate and clear insight into the content of the change project. The literature matrix is completed correctly, or one error noted; at least 5 scholarly articles highlighted. The abstract has a completed title, includes keywords, provides an obvious insight into the content, just need to add a little more clarity. The literature matrix is completed with 2 errors noted; at least 5 scholarly articles highlighted. The abstract needs some work clarifying the vision of the change project. The literature matrix is completed with 3 errors noted; 5 scholarly articles highlighted. The abstract has a poorly developed title; includes some keywords but poor insight into the content of the change project. The literature matrix is completed with 4 errors noted; 5 scholarly articles highlighted. The abstract has a very poorly developed title, includes no keywords, and very poor insight into the content of the change project. No literature matrix completed. Abstract not developed properly, does not follow APA guidelines, and no vision of change project noted in abstract. APA Format, spelling, grammar, organization, citations 10% APA usage is accurate, consistent, minimal spelling, grammar, or citation errors. (1-2 in total), and the overall paper is extremely organized. APA usage is accurate, consistent, citations correct, minimal spelling, grammar, or citation errors (3-4 in total), and the overall paper is highly organized. APA needs some work, inconsistent, errors with citations, moderate spelling grammar, or citations errors (5-6 in total) and the overall paper needs some work. APA usage has errors, inconsistent, citations used incorrectly, decent amount of spelling, grammar, or citations errors (7-8 in total), and the overall paper is disorganized. APA usage has several errors, very inconsistent, citations incorrect, large amount of spelling, grammar, or citations errors (9-10 in total) and the overall paper is highly disorganized. The paper is extremely disorganized, does not follow APA guidelines, citations are not used and more than 10 errors noted in paper. GRADING RUBRIC FOR ORAL POSTER PRESENTATION-Capstone Project ***15% of Total Capstone Grade Criteria 4 3 2 1 0 SCORE Nonverbal Skills Eye Contact Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but still returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes. No eye contact throughout presentation. Body Language Movements seem fluid and help the audience visualize. Made movements or gestures that enhance articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. Presenter in stationary the entire presentation and no movements noted. Poise Student displays relaxed, self-confident nature about self, with no mistakes. Appropriately dressed for purpose or audience. Makes minor mistakes, but quickly recovers from them; displays little or no tension, appropriately dressed. Displays mild tension; has trouble recovering from mistakes, Minimal attention to dress. Tension and nervousness is obvious; has trouble recovering from mistakes and is inappropriately dressed for purpose or audience. Presenter unable to recover from mistakes and should not be presenting dressed in attire worn. Verbal Skills . Enthusiasm Demonstrates a strong, positive feeling about topic during entire presentation Occasionally shows positive feelings about topic. Shows some negativity toward topic presented. Shows absolutely no interest in topic presented. No enthusiasm or interest noted about topic while presenting. Elocution Student uses a clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation. Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear. No proper articulation noted throughout entire presentation. Content Subject Knowledge Student demonstrates full knowledge by answering all class questions with explanations and elaboration. Student is at ease with expected answers to all questions, without elaboration. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject. Presenter demonstrates no knowledge of subject and unable to answer questions about subject. Organization Student presents information in logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following presentation because student jumps around. Audience cannot understand presentation because there is no sequence of information. Student demonstrates no logical sequence and is presenting material out of order. Time Frame Presentation falls within required time frame. Presentation is 1-2 minutes over or under required time. Presentation is 3-4 minutes over or under the required time. Presentation is 5 minutes over or under the required time. Does not demonstrate regard for time at all. Poster Design Design enhances presentation, all thoughts articulated and keeps interest Thoughts articulated clearly, but not engaging Adds nothing to presentation Poor, distracts audience and is hard to read Poster not completed. Laminated Copy/ Presented in Seminar then Submit copy to Instructor Extremely clear and well developed. No errors in spelling or grammar. Very clear and well developed, but not professionally presented. One error in spelling or grammar. Not very clear or well developed. Not professional in presentation. 2 or more errors in spelling grammar. Unprofessional with 5 or more errors in grammar and spelling. Laminated copy or Presentation does not reflect any changes that were provided after first draft feedback given by instructor. TOTAL SCORE 6.16.2021