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Benchmark Capstone Change Project Objectives
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.(Benchmark Capstone Change Project Objectives)
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.
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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.
Expert Answer to Benchmark – Capstone Change Project Objectives
The main objectives of the capstone change project are;
- To develop a leadership policy to train nurses on how to educate the community members to protect themselves against COVID-19.
The leadership policy is critical in ensuring nurses acquire the appropriate competencies to work with a diverse community, such as cultural sensitivity, effective communication, and body language. The leadership role in nursing training is to ensure the initiative and ability of nurses to handle stress while working with communities.(Benchmark Capstone Change Project Objectives)
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- To develop interventions to get teenagers and minority populations fully vaccinated.
The project acknowledges vaccine hesitancy among teenagers and minority populations. For everyone’s safety, it is critical to develop strategies to ensure full vaccination of teenagers and minority groups.(Benchmark Capstone Change Project Objectives)
- To develop strategies to work with local churches and community leaders to spread vaccination awareness.
Local churches, other religious institutions, and community leaders are the closest to the people and they have developed sufficient trust among the locals to influence their behavior and perception of the vaccine. The project seeks to develop approaches to work with these institutions and leaders to spread awareness and encourage individuals to be vaccinated.
The capstone project and objectives advocate for health equity among all populations. The COVID-19 outbreak has shown the health disparities that still exist in our society, evident even in the distribution of vaccines (Jean-Jacques, & Bauchner, 2021). These objectives include the development of interventions that acknowledge individuals’ autonomy in decision-making and address the inequality in vaccination, especially among minority populations. The project also includes nursing training and involvement of local churches and community leaders to address the specific needs of the minority populations in relation to vaccination.(Benchmark Capstone Change Project Objectives)
References
Jean-Jacques, M., & Bauchner, H. (2021). Vaccine distribution—equity left behind? JAMA, 325(9), 829-830.
Expert Answer to Capstone Project Proposal Objectives
- To evaluate nurses’ knowledge of fall prevention and reduction among Alzheimer’s patients in the mental healthcare facility.
Understanding and knowledge of evidence-based fall prevention and reduction practices enhance their capacity to contribute to initiatives that promote the right to quality and safe care (American Nurses Association (ANA), 2015). Nurses play a significant role in mental health patients’ lives and should practice compassion and respect the patients’ dignity (ANA, 2015).
- To evaluate the patients’ perception of the quality of the hospital fall prevention and reduction measures.
Understanding patient perception of care intervention and quality is a critical facet of evidence-based care, particularly integrating principles of social justice into fall prevention and reduction. Evaluating patients’ perception will promote the right to self-determination (ANA, 2015; Olson & Stokes, 2016), i.e., encouraging nurses’ respect, support, and protection of patients’ rights to quality care.(Benchmark Capstone Change Project Objectives)
- To identify risks associated with falling incidences among Alzheimer’s patients in the mental healthcare facility.
Identifying risks of patient falls will guide nurse-training frameworks in establishing evidence-based practices. Incorporating these risks into practice will promote patients’ autonomy and social justice (ANA, 2015; Olson & Stokes, 2016) because of the inherent quality aspects of the intervention, assuring patients that irrespective of their cognitive impairment, they deserve an equal and safe care environment.
- To determine leadership interventions for fall prevention and reduction among Alzheimer’s patients in the mental health facility.
Nursing organizations are responsible for advocating for nurses in promoting advancement in healthcare within their clinical settings and elsewhere (ANA, 2015; Olson & Stokes, 2016). Leadership role in improving healthcare systems by implementing fall prevention and reduction interventions contributes to the development of legislation and inter-professional relationships within the nursing organization, promoting patients’ self-determination rights and quality care and upholding the morals, legal, and humanistic facets of healthcare.(Benchmark Capstone Change Project Objectives)
Professional Capstone and Practicum Reflective Journal
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 practise, 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), nrs 493 capstone change project objectives, benchmark capstone change project objectives nurse burnout, benchmark capstone change project objectives, and nrs topic discussion question(Benchmark Capstone Change Project Objectives)
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.(Benchmark Capstone Change Project Objectives)
- New practice approaches
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-493 | NRS-493-O502 | Benchmark – Capstone Change Project Objectives | 5.0 | ||||||
| Benchmark Capstone Change Project Objectives NRS 493 | |||||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (75.00%) | 3: Satisfactory (79.00%) | 4: Good (89.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | Benchmark Capstone Change Project Objectives NRS 493 | |||||||
| Objectives | 25.0% | A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented. | NA | NA | NA | Three to five objectives are presented. | |||
| Rationale for How Findings Relate to the Topic and Proposed Intervention | 30.0% | Rationale for each objective is omitted. | Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention. | General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions. | Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity. | Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention. | |||
| benchmark capstone change project objectives | |||||||||
| Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5) | 25.0% | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted.(Benchmark Capstone Change Project Objectives) | Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established. | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established. | Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is generally established. | Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established. | |||
| nrs topic benchmark capstone change | Benchmark Capstone Change Project Objectives NRS 493 | ||||||||
| Benchmark Capstone Change Project Objectives NRS 493 | |||||||||
| Organization and Effectiveness | 15.0% | Benchmark Capstone Change Project Objectives NRS 493 | |||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| topic benchmark capstone change project | professional capstone and practicum reflective | ||||||||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||
| question nrs topic discussion | |||||||||
| Criteria 3Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||
| capstone and practicum reflective journal | |||||||||
| Format | 5.0% | ||||||||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% | Benchmark Capstone Change Project Objectives NRS 493 |
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