NURSING LEADERSHIP & MANAGEMENT CAPSTONE

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NURSING LEADERSHIP & MANAGEMENT CAPSTONE
Competency 981.1.1: Capstone – The graduate integrates and synthesizes competencies from across the degree program and thereby demonstrates the ability to participate in and contribute value to the chosen professional field.
Task 1: Final Chapters of Capstone Report
Introduction:
In this task, you will create the remaining chapters of your final capstone written report. Chapters 1 and 2 were created and evaluated as part of your field experience. In this task, you will create chapters 3, 4, and 5, as well as an abstract for your entire report.
Your report should include the following items in the following order: the abstract you will write at the end of this task; a table of contents; chapters 1 and 2, which you wrote for task 2 of the field experience; and chapters 3, 4, and 5, which will be written as part of this task. Chapters 1 and 2 will not be reevaluated, but they will need to be submitted as part of the completed capstone report.
Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Chapter 3: Implementation
Project Launch
A. Evaluate how you implemented your capstone project by doing the following:
1. Describe the actual steps taken to implement your capstone project.
2. Discuss any changes that occurred to the original implementation plan during this process.
3. Discuss any barriers associated with the implementation of your capstone project.
a. Explain how you overcame the barriers discussed in part A3.
Collaboration
B. Identify interprofessional relationships that promoted implementation of your capstone project.
1. Discuss how the relationships identified in part B facilitated the implementation of your project.
Chapter 4: Postcapstone Project Considerations
Evaluation
C. Discuss the most successful aspects of your capstone project.
1. Explain how the successes of your project can help to inform future projects.
D. Discuss aspects of your project that did not go as well as anticipated.
1. Explain how understanding of what did not go well can help to inform future projects.
E. Explain how your capstone project bridged the gap between evidence and current practice.
Organizational Sustainability
F. Discuss the organization�s plan to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.
G. Discuss the resources needed for postimplementation support.
Chapter 5: Reflection
H. Discuss how you integrated two MSN program outcomes into your capstone project.
I. Submit your completed capstone report, including the abstract and chapters 1�5.
Abstract
J. Create an abstract for your capstone project, including:
� problem identification
� plan for addressing the problem under investigation
� implementation process
K. When you use sources, include all in-text citations and references in APA format.
File Attachments:
MSN Capstone Template link opens in new window
MSN Capstone Template Instructions link opens in new window
Rubric
(1116)
Top of Form
Not Evident
Approaching Competence
Competent
Score/Level
A1. Description of Steps
A description of the actual steps taken to implement the capstone project is not provided.
The description lacks key details about the actual steps taken to implement the capstone project, or the steps are in an illogical sequence.
The description provides key details about the actual steps taken to implement the capstone project, and the steps are in a logical sequence.
�
A2. Discussion of Changes
A discussion of any changes that occurred to the original implementation plan during the process is not provided.
The discussion lacks key details about any changes that occurred to the original implementation plan during the process.
The discussion provides key details about specific changes that occurred to the original implementation plan during the process.
�
A3. Discussion of Barriers
A discussion of any barriers associated with the implementation of the capstone project is not provided.
The discussion lacks key details about any barriers associated with the implementation of the capstone project.
The discussion provides key details about any barriers associated with the implementation of the capstone project.
�
A3a. Explanation of Overcoming Barriers
An explanation of overcoming barriers is not provided.
The explanation lacks key details about how the barriers discussed in part A3 were overcome with solutions, or the explanation is irrelevant to the capstone project.
The explanation provides key details about how the barriers discussed in part A3 were overcome with specific solutions, and the explanation is relevant to the capstone project.
�
B. Identification of Interprofessional Relationships
Interprofessional relationships that promoted the implementation of the capstone project are not identified.
The identified interprofessional relationships are irrelevant to the role of the promoted implementation of the capstone project, or the identification lacks key details about the relationships.
The identified interprofessional relationships are relevant to the promoted implementation of the capstone project, and the identification provides key details about the relationships.
�
B1. Discussion of Relationships
A discussion of how the relationships identified in part B facilitated the implementation of the capstone project is not provided.
The discussion illogically flows or lacks key details about how the relationships identified in part B facilitated the implementation of the capstone project.
The discussion logically flows and provides key details about how the relationships identified in part B specifically facilitated the implementation of the capstone project.
�
C. Discussion of Successes
A discussion of the most successful aspects of the capstone project is not provided.
The discussion vaguely outlines the most successful aspects of the implementation of the capstone project, or the discussion lacks key details.
The discussion thoroughly outlines specific aspects of the capstone project that were most successful, and the discussion provides key details about the implementation of the project.
�
C1. How Successes Will Inform Future Projects
An explanation of how the successes from the capstone project can help to inform future projects is not provided.
The explanation illogically addresses how the successes from the capstone project can help to inform future projects, or the discussion provides vague details.
The explanation logically addresses with specific details how the successes from the capstone project can help to inform future projects.
�
D. Aspects That Did Not Go As Well
A discussion of aspects that did not go as well as anticipated is not provided.
The discussion vaguely outlines aspects of the capstone project that did not go as well as anticipated during the implementation .
The discussion thoroughly outlines specific aspects of the capstone project that did not go as well as anticipated.
�
D1. Understanding What Did Not Go Well
An explanation of how understanding what aspects that did not go well can help to inform future projects is not provided.
The explanation illogically addresses how understanding what aspects that did not go well during the implementation of the capstone project can help to inform future projects, or the discussion provides vague details.
The explanation logically addresses with specific details how understanding what aspects that did not go well can specifically help to inform future projects.
�
E. Explanation of How Gap Was Bridged
An explanation of how the capstone bridged the gap between evidence and current practice is not provided.
The explanation contains unclear details of how the capstone project bridged the gap between evidence and current practice, or the explanation is poorly supported with a lack of evidence from the capstone project.
The explanation contains clear details of how the capstone project bridged the gap between evidence and current practice, and the explanation is well supported with evidence from the capstone project.
�
F. Supporting the Plan
A discussion of the organization�s plan to support the postimplementation of the capstone project, including plans for short- and long-term maintenance, is not provided.
The discussion contains insufficient supported or illogically addresses with irrelevant details how the organization plans to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.
The discussion contains sufficient support and logically addresses with relevant details how the organization plans to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.
�
G. Resources for Postimplementation
A discussion of the resources needed for postimplementation support is not provided.
The discussion illogically identifies resources for postimplementation support, or the resources are irrelevant.
The discussion logically identifies resources relevant to postimplementation support.
�
H. Integrated Outcomes
A discussion of how the candidate integrated two MSN program outcomes into the capstone project is not provided.
The discussion is poorly supported by drawing on vague information from the capstone project, but 2 MSN program outcomes that were integrated are identified.
The discussion is well supported by drawing on specific information from the capstone project, and the discussion addresses how 2 MSN program outcomes were integrated.
�
I. Capstone Report
A capstone report is not provided.
The capstone report lacks the abstract or all of chapters 1�5.
The capstone report, including the abstract and chapters 1�5, is complete.
�
J. Abstract Creation
An abstract is not provided.
The created abstract is poorly organized, illogical, or difficult to follow, or the abstract contains none of the given points.
The created abstract is well organized, logical, and easy to follow, and the abstract contains all of the given points.
�
K. APA Sources
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
�
Professional Communication
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

From a pathophysiological perspective, describe the disease mechanism of spinal trauma.

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Select two of the following discussion questions for your discussion response. Indicate which questions you have chosen using the format displayed in the “Discussion Forum Sample.”
 
1: From a pathophysiological perspective, describe the disease mechanism of spinal trauma. Discuss complications associated with spinal trauma based upon time of injury.
2: What are some the recent discoveries surrounding the pathophysiology of Alzheimer’s disease, and how could these discoveries lead to new treatments? Include your resources in your response.
 
3: What are some of the leading theories that attempt to descrive the pathophysiology underlying fibromyalgia? Which ones are best supported? Include your resources in your response.
Atleast 250 words with references no older than 5 years and intext citation.

based on the dating of the patient’s pregnancy, explain the appropriate clinical guidelines for procedures and screenings. 

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Discussion:
Care Plans for Pregnancy; After confirming and dating a pregnancy, you must collaborate with patients to develop a personalized care plan. These pregnancy care plans are integral to prenatal care as they help to ensure the mother and child’s well-being throughout the entire pregnancy. Pregnancy can be a wonderful, yet difficult time for women as a woman’s body goes through many physical, mental, and emotional changes that might be challenging or even overwhelming for some. Whether or not these women share their concerns, as the advanced practice nurse, you must routinely watch for signs and symptoms of any developing physical or mental health issues. By collaborating with patients and discussing concerns, you can modify care plans and often address potential issues before they become a significant health problem. For this Discussion, consider pregnancy care plans for the women in the following case studies:Case Study 1:On 1-15-13, you are seeing a 25-year-old Caucasian female in the clinic because she believes she’s pregnant. Her LMP was 12-1-12. Her home pregnancy test was positive, and she has been having nausea and breast tenderness.
 
To prepare:

  • Review Chapter 30 of the Schuiling and Likis text and Chapter 2 of the Tharpe et al. text.
  • Review and select one of the two provided case studies. Analyze the patient information.
  • Consider how to date the pregnancy and estimate the date of delivery for the patient in the case study you selected.
  • Based on the dating of the pregnancy, reflect on the appropriate clinical guidelines for procedures and screenings. Think about the implications of any missed procedures or screenings.
  • Determine a plan of care for the patient. Identify procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments (if appropriate), management strategies, and patient education.

Post the estimated date of delivery for the patient (EDD), in the case study. Include an explanation of how you dated a pregnancy and which of the patient’s factors led to your estimated date of delivery. 
Then, based on the dating of the patient’s pregnancy, explain the appropriate clinical guidelines for procedures and screenings. 
Explain implications of any missed procedures and/or screenings.
Finally, explain a plan of care for the patient, including procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments, management strategies, and patient education.
Here are some recommended:
1.Schuiling, K. D., & Likis, F. E. (2017). Women’s gynecologic health (3rd ed.). Burlington, MA: Jones and Bartlett Publishers.
2.Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th ed.). Burlington, MA: Jones & Bartlett Publishers.
3. Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/

National Institutes of Health. (2012). Office of Research on Women’s Health(ORWH). Retrieved from http://orwh.od.nih.gov/

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/

Nursing Assignment: Ethical Concerns

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Ethical Concerns
As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?
In this Discussion, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
Scenario 1:
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Scenario 2:
A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.
Scenario 3:
A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.
Scenario 4:
A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home.
To prepare:

  • Selectthree scenarios, and reflect on the material presented throughout this course.
  • What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
  • Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.

Questions to be addressed in my paper:

  1. The explanation of the health assessment information required for a diagnosis of your selected patients (include the scenario numbers).
  2. Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your responses.
  3. Summary with Conclusion

 
 
REMINDERS:
 
1)      2-3 pages (addressing the 3 questions above excluding the title page and reference page).
2)      Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)     Make headings for each question.
 
 
RESOURCES:

  • Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015).Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 23, “Sports Participation Evaluation” (pp. 581-593)
In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.
o    Chapter 24, “Putting It All Together” (pp. 594-609)
In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.
o    Review of Chapter 16, “Breasts and Axillae” (pp. 350-369)
o    Review of Chapter 18, “Female Genitalia” (pp. 416-465)

  • Sullivan, D. D. (2012).Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

o    Chapter 6, “Outpatient Charting and Communications” (“Advanced Directives”; pp. 128–129)
o    Chapter 9, “Discharging Patients from the Hospital” (pp. 189–207)

  • Burger, I. M., & Kass, N. E. (2009). Screening in the dark: Ethical considerations of providing screening tests to individuals when evidence is insufficient to support screening populations.American Journal of Bioethics, 9(4), 3–14.Retrieved from the Walden Library databases.
    This article recommends how physicians should respond when new screening examinations emerge in the marketplace. The authors examine how evidence influences decision making for screening.
  • De Jong, A., Dondorp, W. J., de Die-Smulders, C. E., Frints, S. G. M., & de Wert, G. M. (2010). Non-invasive prenatal testing: Ethical issues explored.European Journal of Human Genetics, 18(3), 272–277.Retrieved from the Walden Library databases.
    The authors of this article examine the ethical consequences of non-invasive prenatal diagnostic tests. Specifically, the article describes the effects the tests may have on abortions.
  • Rourke, L., Leduc, D., Constantin, E., Carsley, S., & Rourke, J. (2010). Update on well-baby and well-child care from 0 to 5 years: What’s new in the Rourke Baby Record?Canadian Family Physician,56(12), 1285–1290.Retrieved from the Walden Library databases.
    In this article, the authors supply an overview of and evaluate the quality of evidence in the 2009 Rourke Baby Record.
  • Womack, J. (2010). Give your sports physicals a performance boost.The Journal of Family Practice,59(8), 437–444.Retrieved from the Walden Library databases.
    This article explains how to conduct a thorough medical history and targeted physical exam. The article revolves around the use of the 4th edition of the Preparticipation Physical Evaluation.
  • American Academy of Pediatrics. (2008).Recommendations for preventative pediatric health care (periodicity schedule).Retrieved from http://www.aap.org/en-us/professional-resources/practice-support/financing-and-payment/Documents/Recommendations_Preventive_Pediatric_Health_Care.pdf
    This resource provides recommendations for preventative pediatric health care from infancy through adolescence. The periodicity schedule covers a variety of areas from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.
  • Rourke, L., Leduc, D., & Rourke, J. (2011).Rourke Baby Record. Retrieved fromhttp://rourkebabyrecord.ca/This website provides information on the Rourke Baby Record (RBR). The RBR supplies guidelines on growth and nutrition, developmental surveillance, physical exam parameters, and immunizations for well-baby and child care.