Students review and build upon leadership and management principles. Emphasis is placed on understanding the health care system and social forces affecting care delivery, effective leadership, patient outcomes, project management, health care policies, basic accounting principles, and entrepreneurship. Students use evidence-based resources, address health competencies and analyze an identified issue while developing a plan of interventions that incorporates current evidence for management of the identified issue. Students will present their capstone work via a poster or podium presentation. Presentation forums may be at their selected venue, at a professional conference, or conducted virtually.
Course Learning Outcomes
Upon completion of the course, the student will be able to:
- Use information and technologies to monitor and provide quality patient care. (PLO 1)
- Demonstrate cultural competence in nursing practice. (PLO 2)
- Provide competent, evidence-based nursing care. (PLO 3)
- Document nursing information and activities in support of safe patient care. (PLO 4)
- Speak clearly and concisely in conveying healthcare information. (PLO 5)
- Collaborate effectively with healthcare team members. (PLO 6)
- Apply empirical research to nursing practice. (PLO 7)
- Apply the Code of Ethics for Nurses in professional nursing practice. (PLO 8)
- Objectively analyze and evaluate data to inform decision-making in nursing practice. (PLO 9)
Welcome to Capstone in Evidence-Based Professional Nursing Practice
The student will provide a proposal on the approved topic from NURS using Evidence-Based Project in healthcare and their respective community setting. You will develop a protocol supported by evidence, review and critically appraise the literature regarding this topic, and develop a project proposal. The proposal should include the plan for implementation, and evaluation. During week 8, the student will present his/her EBP project and finally, create a poster suitable for presentation at a nursing conference or for publication. The Project must focus on the RN/BSN practice. Please consult your practicing state’s Nurse Practice Act. Your project proposal must not focus on interventions carried out by an Advanced Practice Nurse.
Concepts studied during your progression through the RN-BSN program should be clearly integrated into this assignment. This presentation demonstrates your achievement of the outcomes of the Essentials of Baccalaureate Education for Professional Nursing Practice as defined by the American Association of College of Nursing
There are eight modules in this course.
Module 1: Evidence-Based Practice (EBP) topic proposal from the identified health concern (approved topic) in NURS 378 (due week 1)
Module 2: Evidence-Based Practice Timeline and Plan (due by Week 2)
Module 3: Literature Review (due end of Week 3)
Module 4: Stakeholder Analysis (due end of Week 4)
Module 5: Stakeholder Communication (due end of Week 5)
Module 6: Evidence-Based Practice Design Paper (due end of Week 6)
Evidence-Based Practice Design Paper
- Background: Community Health Concern and Identification
- Facilitators and Barriers to EBP Implementation
- Organizational Culture
- Proposal for the next steps to address the identified health concern
Module 7: Evidence-based Practice Presentation, Part I
- Presentation in synchronous class session (TBA, Week 7)
- Instructor will schedule presentation date and time
Module 8: Evidence-based Practice Poster Presentation, Part II
- Poster presentation, voice-narrated powerpoint.
Welcome to Week 7
Week seven will include a discussion of effective communication and its dissemination in healthcare settings. In addition, you will be presenting your evidence-based project in a synchronous virtual setting to peers and faculty.
The gap between discovery of public health knowledge and the application in practice settings and policy development is largely due to ineffective dissemination. A research gap is a known fact in many disciplines. Understanding the groups or discipline to target or impact is the key in shaping the dissemination strategy. Framing in a key factor in the consideration of the audience. Framing is the evaluation of the benefits and risks for the audience with the dissemination of information. Another consideration is the channel of communication to the identified target audience and the measurement of impact of the message.
Dissemination of science to practice audiences must involve all stakeholders. Messaging must be framed in ways that better resonate with target audience. Practitioners than must advocate and implement the dissemination of this information. Only then we can measure the impact of public health knowledge and the application in practice settings and policy development.
McVay, A.B., Stamatakis, K.A., Jacobs, J.A., Tabak, R.G., Brownson, R.C. (2014). The role of researchers in disseminating evidence to public health practice settings: a cross-sectional study. Health Research Policy and Systems, 14(1):42.
Milkman, K.L. & Berger, J. (2014). The science of sharing and the sharing of science. Proceeding of the National Academy Sciences of the United States of America, 111(4):13642–13649.
Communication is sharing information between two or more individuals. It is, the act of conveying information. Communication has so many components and failing to communicate effectively can be detrimental.
Describe an incident from your current or past healthcare employment that led to a professional miscommunication. Discuss the methods of communication used in the healthcare organization and the effectiveness of information dissemination. What strategies would you use to prevent a similar communication obstacle in the future?
I’ve been a registered nurse for 15 years. I work in psychiatric nursing in a hospital in Los Angeles CA.
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