NRS-493 Topic 3 Assignment: Objectives of the Capstone Change Project Benchmark

NRS-493 Topic 3 Assignment: Objectives of the Capstone Change Project Benchmark

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Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.

After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.5:  Advocate for autonomy and social justice for individuals and diverse populations.

Benchmark – Capstone Change Project Objectives – Rubric

NRS-493 Professional Capstone and Practicum Reflective Journal

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

• Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

• Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

APPENDIX A: GCU RN-to-BSN Domains & Competencies

1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients.

Practice Experience Conference Form (Pre-Conference)

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.

Overall Course Objectives:

This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.

Student Specific Objectives: Students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this practicum experience.  All faculty and preceptor contact information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.

A mid-conference/evaluation will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET).  Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development

A post-conference/evaluation will occur at the end of the practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are “at meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.

Preceptor contact information (email or phone): _______________________________________

Preceptor Signature: __________________________________                          Date: _______________

Student Signature: ____________________________________                         Date: _______________

Review progress towards meeting goals/ objectives with rationales provided to student at mid-term conference.

Preceptor Signature: __________________________________                          Date: _______________

Student Signature: ____________________________________                         Date: _______________

Review progress towards meeting goals/ objectives with rationales provided to student at end of rotation.

Preceptor Signature: __________________________________                          Date: _______________

Student Signature: ____________________________________                         Date: _______________

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.

You are not required to submit this assignment to LopesWrite.

Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment

Improving a Fall Prevention Program in a Clinical Environment

Falls are very important and preventing these falls are the most important goal and plan for every patient’s safety that encounters healthcare settings.  There are many ways in preventing falls such as new trainings, new bed alarm tones and even hourly rounding. Daily improving to bedside reporting is another suggestion this field of study. Failing to increase measures in implementing change can lead to death and or longer hospitalization stays.  Detecting problems early and adjusting to change will help with improvement of falls. Patients will build confidence and a trusting relationship that will help secure a solid foundation for the healthcare setting.

Background

University of Louisville Hospital is a Level Trauma 1 Center in the state and nearby surrounding states.  Admissions records over 3,000 patients a year and half of them are from outside of the county. Decreasing patients falls is the most important.  In order to promote this proposition we need to set up teams that are willing to work together and communicate. University of Louisville hospital has had a total of 45 falls this year from January thru May.  According to research, falls have been around for over 50 plus years.  Incident reports are avoided when these happen the best thing is adverse events. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. Healthcare facilities need to make sure they understand the interventions and not focus on the quantity of falls which is very important. Inpatient fall rates range from 1.7 to 25 falls per 1,000 patient days, depending on the care area, with geropsychiatric patients having the highest risk (NCBI, 2007).  Falls inpatient has increased in some facilities. The facility that I am employed at fall cases have decreased through interventions and hourly rounding.  Falls may never be fixed but we can all work together to decrease the chances and give the proper teachings.

Problem Statement

            According to research falls have been around for over 50 plus years.  Incident reports are avoided when these happen the best thing is adverse events. Falls in hospital are associated with excess financial and opportunity costs (Oxford Academic, 2008).  The majority of falls in healthcare facilities are patients over 70 years of age and the youth between 18-39 years of age. Falls inpatient has increased in some facilities and this is why interventions are needed. Falls can be very costly towards everyone’s pockets and also their health.  Prolonged hospital and even injuries such as fractures and death can occur if proper precautions are not in place. Liabilities can also occur which can cost the hospital more funds than actually receiving to improve better care.   Consequently, various hospitals falls, prevention programs have been implemented in the last decades (BMC Health Services Research, 2006). Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. Fall cases have decrease over time at the facility that I am employed at and this was all through hourly rounding and building a rapport with you patients.  We as a team can always help fix the issues at hand, falls may never be completely solved but they can be decreased through teamwork and dedication. Falls may never be fixed but we can all work together to decrease the chances and survival rates through proper teachings and statistical facts.

 Change Proposal

            In order to promote safety and prevent falls within all healthcare facilities the plan of care that promotes, reassurance, full assessment and communication. The purpose to change fall prevention strategies in our facility is to decrease falls and provide advance care through evidence based research. The proper education and research will introduce more expected outcomes. There will be some challenges and barriers that may interfere with this intervention.  There will be multiple ways that this research will be used in order to be successful.  Encouraging engagement and participation will affect the quality improvement process such as implementing small scale demonstrations which are less difficult to manage. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. Small-scale demonstrations or small tests of change also allow you to refine the new processes, demonstrate their impact on practices and outcomes, and build increased support by stakeholders (AHRQ, 2017). It is important to understand that many changes will be made along the way and learning from these experiences will help with adding change to any obstacles that take place.

PICOT

PICOT is used to help people clarify answers for any problems they may encounter. This will be used in research and evidence based practices that can be used and implemented on a daily basis. The P in PICOT stands for the population or specific cohort that is included in the study.  The I in PICOT stand for the interventions that are used for in treatments during this study.  The C in PICOT stands for the comparison in the study of research. The O in PICOT stands for the objectives in the research study. The T stands for the time frame which is not always included in the Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment study.

The inpatient population such as the sick and elderly (P) for the study of prevention in falls in an inpatient setting. The intervention (I) for this study and intervention of falls is the revision of the post debriefing forms and training for bedside report along with hourly rounding. The comparison (C) in this study is to reduce the risk for falls such as hourly rounding and improved training for staff. The outcome (O) for this study is to reduce falls in an inpatient facility. The time frame (T) in this study would be decreasing of falls over a three to six month period.

Literature Search

            Falls can be related to intrinsic and extrinsic factors. Intrinsic factors are disorders, mental problems anything that is preventable through health. Extrinsic factors are made up of environmental things such as spills, rugs, and cluttered areas. All falls are important and it’s even more important to understand the causes.  Morse falls scale is very important and our hospital uses this scale for every patient that is admitted to the hospital. Medical errors are another way falls can occur.  Nurses or even ancillary staff may forget to give a patient a call light and patient may have to use the restroom and attempt to get up and fall. Making sure that the patient has worked with physical therapy and communication has been documented and transcribed accurately. Identifying those at risk allows targeted assessment and intervention such as a review of medications and environmental modifications (BMC Medicine, 2004). Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment.

Falls can be very costly towards everyone’s pockets and also their health.  Prolonged hospital and even injuries such as fractures and death can occur if proper precautions are not in place. Liabilities can also occur which can cost the hospital more funds than actually receiving to improve better care.   Consequently, various hospitals falls, prevention programs have been implemented in the last decades (BMC Health Services Research, 2006).  Coming up with reasoning to why a person fall is the leading answer to the problem.  Every patient is different and their reasons are going to be different as well so making sure that the proper assessment is given then falls should be prevented.

Literature Evaluation

Information that was collected from journals and articles to help promote fall preventions in an inpatient facility has been very beneficial. There are so many issues that can relate to falls such as bad lightening, shoes are not flat, irregular eye exams and even clothing that’s  not fitting appropriately can help with falls.  Understanding the causes of falls is very important and factual. The older population tends to have a higher risk for falls then that of the youth population. Falls also occur often among older people in hospital and the sickly ill patients. Our hospital uses the Morse Falls scale to assess every patient that is admitted into our doors which is part of a detail assessment of the patient.  Medical errors are another way falls can occur which is caused by either shortage of nurses, work overload or even lack of education.  Nurses or even ancillary staff may have times where they may not give the patient a call light and then the patient may attempt to get up and fall which can lead to death or even broken bones.  It’s also relevant that patients have worked with ancillary staff such as physical therapy and other therapies that play a role in activities of daily living. Communication is very important and vital information that has to be documented and transcribed accurately; if not, then many errors can occur. There are many suggestions such as bed alarming sounds changing and a new call light sound becoming more distinct giving that familiar sound to focus on the patient. Orienting the patient through assessments every 2-4 hours throughout shift depending on level of consciousness will help with fall preventions. Fall rates will decrease in our inpatient medical surgical and progressive care units. Focusing on post fall forms will help after the revision take place and orienting all staff new and old will help with the these goals of safety and reliability. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. Coming up with reasoning to why a person fall is the leading answer to the problem.  Every patient is different and their reasons are going to be different as well so making sure that the proper assessment is given then falls should be prevented.

Patient engagement is another suggestion if it’s going to prevent falls in the future.  Introducing safety huddles have been suggested to reduce fall in hospitals which helps with communication and knowing each patient. Intentional rounding will help with patients that are at higher risk of falling. Falls inpatient has increased in some facilities. The facility that I am employed at fall cases have decreased through interventions and hourly rounding.  Falls may never be fixed but we can all work together to decrease the chances and give the proper teachings.  Falls seem to be one of the most major problems in older adults.  In the United States one in three people aged 65 or more living in the community fall at least once a year (BMJ, 2006).  Research and clinical programs in hospital fall prevention should pay more attention to study design and the nature of interventions (Wiley Online Library, 2015).  Research will be very beneficial to the hospital and the elderly population. Collecting all information on the patient will help with eliminating falls. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. 

Nursing Theory

Nursing theories are very important when implementing evidence base practices.    There will be two change theories that will be factored in this healthcare setting. Model and role model theory has it’s concept from Piaget’s Theory of Cognitive Development. Erickson’s theory helps nurses care for their patients by recognizing each individual’s uniqueness, and focusing on the individual patient’s needs (Nursing Theory, 2016).   It is also a self-care method of nursing, which means it is based on the patient’s perceptions of the environment, and adapts based on individual stressors for that patient (Nursing Theory, 2016). Understanding the patient in order to maintain safety measures will help reach goals and also allow the patient to feel secure.

            Next theory that can help with the improvement of this research will be the novice to expert theory.  Patricia Benner developed a concept known as “From Novice to Expert.” This concept explains that nurses develop skills and an understanding of patient care over time from a combination of a strong educational foundation and personal experiences (Nursing Theory, 2016).  She was based off of clinical experience through learning the patient over time. This Theory had five levels novice, advance beginners, competent, proficient, and expert. Different levels of skills will show the changes that need to take place in the healthcare facilities (Nursing Theory, 2016).  Both theories are both beneficial in learning the patient’s cognitive skills and also building a confidence in each individual allowing them to heal and be safe. Changes are instilled in both theories and depending on the changes in the future. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment.

 Implementation

            Medicines have side effects understanding these effects and communicating with your doctor along with the nurse the feelings that you are experiencing will help prevent any cases of falls.  Nurse need to make sure that the call light is in reach and they give the proper teaching of what medicine they are giving their patient along with an understanding.  Routine rounding is very important in the hospital which can be shared amongst the nurse and nursing assistant.  Blood pressure medications are one of the most serious falls because of the dizziness that it can cause.  Making sure the patient has proper footwear can also prevent falls, non skid socks and even slippers will help. Making sure the patient has a bed alarm under the patients and patients are aware of the call light being in reach. Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment.

Collecting all information on the patient will help with eliminating falls.  We as nurses need to make sure that patients with the need for assistance devices need to be close to the nurse station and teachings on falls every hour when rounding. Patient that are on many prescriptions need to understand that side effects can really cause falls and that’s not good. Bring the entire team together and communicate will help with fall preventions. Making sure that a checklist is in place will help with less falls and more awareness. The Morse falls scale will help with understanding the risk of falls per patient.  Making sure you understand the goal and also include everyone in the plan with an open mind will help with the benefits of the research project. Educational presentations would be presented to the healthcare and ancillary staff. This would be to help staff get a clearer perspective and also more education on fall preventions. A revision of the post fall briefing form adding more detail information will be applied to help with teamwork.

Potential Barriers

            Changes brought to the surface will be one of the most difficult challenges on the units at work. This will have a big impact on the implementation strategies.  Lacking structural guidelines and trainings can prevent falls from decreasing. Communication lacking between therapist and staff on each individualized patient can also prevent a change from occurring. Considering time is another barrier that can occur with falls and patient’s timing, how often they’re getting up and the time they’re falling. Physicians will not look at this situation as important as diagnosis which is another barrier that can prevent changes to occur. Interference of parents and visitors can also be a hindrance of growth within the plan of care of the patient. Some older people considered using assistive devices, such as walking frames, as a stigma, because they believe that using such aids is a sign of weakness and reflects a change in one’s self image (BMJ Open, 2015). One HCP perceived that older people normalized falls and consider them to be part of the normal ageing process. He felt that older people disregarded falls because they believed they were inevitable in old age (BMJ Open, 2015). Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment. Living situations outside of the facility is another barrier that can occur which the design of the house and the inadequate space for assistive devices.  Admitting weaknesses and balance issues is another difficult task to get through, patients tend to be in denial of any issues they may be having. We as nurses and healthcare staff need to make sure that we have the knowledge and skills in managing falls in order to deliver a safe environment.

References

O., D., P., A., G., L., . . . G. (2008, October 01). Systematic review and meta-analysis of studies

using the STRATIFY tool for prediction of falls in hospital patients: How well does it work? | Age and Ageing | Oxford Academic. Retrieved from /orders/academic.oup.com/ageing/article/37/6/621/40889

Section 4: Ways to Approach the Quality Improvement Process. (2015, November 16). Retrieved from /orders/www.ahrq.gov/cahps/quality-improvement/improvement-guide/4-approach-qi-process/index.html Capstone Project Change Proposal – Improving a Fall Prevention Program in a Clinical Environment.

Bühler, H., Geest, S. D., & Milisen, K. (2006, June 07). Falls and consequent injuries in

hospitalized patients: Effects of an interdisciplinary falls prevention program. Retrieved from /orders/bmchealthservres.biomedcentral.com/articles/10.1186/1472-6963-6-69

Papaioannou, A., Parkinson, W., Cook, R., Ferko, N., Coker, E., & Adachi, J. D. (2004, January

21). Prediction of falls using a risk assessment tool in the acute care setting. Retrieved from /orders/bmcmedicine.biomedcentral.com/articles/10.1186/1741-7015-2-1

Oliver, D. (2007, January 11). Strategies to prevent falls and fractures in hospitals and care

homes and effect of cognitive impairment: Systematic review and meta-analyses. Retrieved from /orders/www.bmj.com/content/334/7584/82

Oliver, D., Hopper, A., & Seed, P. (2015, April 27). Do Hospital Fall Prevention Programs

Work? A Systematic Review. Retrieved from /orders/onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-5415.2000.tb03883.x

“Patricia Benner Novice to Expert – Nursing Theorist.” Biographies of Nursing Theorists and Their Work – Nursing Theory, 2016, nursing-theory.org/nursing-theorists/Patricia-Benner.php.

“Helen Erickson – Nursing Theorist.” Environmental Theory – Nursing Theory, 2016, www.nursing-theory.org/nursing-theorists/Helen-C-Erickson.php.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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