NRS 493 Topic 2 Capstone Project Topic Selection and

Grand Canyon University NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

The introduction for the Grand Canyon University NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

Struggling to Meet Your Deadline?

Get your assignment on NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU done on time by medical experts. Don’t wait – ORDER NOW!

Meet my deadline

How to Write the Body for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

After the introduction, move into the main part of the NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.

Sample Answer for NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU Included After Question

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.
Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.
Write a 500-750 word of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
A (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Significance of the topic and its implications for nursing practice.
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

A Sample Answer For the Assignment: NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

Title: NRS 493 Topic 2 Capstone Project Topic Selection and Approval GCU

Nurses are obligated to ensure that patients are given the quality and safe care. This capstone change project focuses on the management of Catheter-Associated Urinary Tract Infections (CAUTI) among medical-surgical patients. CAUTI is an issue that is associated with significant implications for the quality and safety of care. The purpose of this paper is to identify the issue, project setting, problem description, implications of the problem, significance of the problem to nursing practice, and the proposed solution.

The Problem

This capstone project focuses on the management of CAUTIs in medical-surgical units. CAUTIs are among the primary healthcare concerns that plague health facilities nationwide affecting the safety and well-being of patients in medical-surgical units. They account for the bigger percentage of UTIs in hospitals. According to Gomila et al. (2019), CAUTIs affect over one million people yearly in the United States. CAUTIs are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death. They are also the widespread causes of bacteremia in medical-surgical units. Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections, which causes a fiscal burden on the healthcare industry. Based on these factors, CAUTIs are considered a significant nursing issue that needs to be addressed.

The Setting

Medical-surgical units within healthcare facilities are the preferred setting for this capstone change project. The incidence of CAUTIs is linked to risk factors such as poor maintenance of the catheter and inappropriate use of indwelling catheters. These factors are common in post-operative units where the catheter is inserted into the bladder of many patients to help in draining urine after a surgical procedure (Mong et al., 2022). Catheter increases the risk of contracting CAUTIs. Therefore, a targeted intervention focusing on this setting is critical in enhancing the healthcare outcomes of patients.

Problem Description

CAUTIs are among the primary healthcare concerns that plague health facilities nationwide affecting the safety and well-being of patients in medical-surgical units. According to CDC (2021), about 15-25% of hospitalized patients need urinary catheters. However, the extended use of urinary catheters increases the risk of contracting CAUTIs. CAUTIs are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death. Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections (Shaheen et al., 2019). Therefore, this project seeks to manage CAUTIs among patients in medical-surgical units to prevent adverse events and promote positive health outcomes among these patients.

Effect of the Problem

Management of CAUTIs is an issue that should concern all healthcare providers. Some of the implications of CAUTIs in the medical-surgical unit include increased chances of contracting sepsis and endocarditis, increased healthcare costs, and long hospital stay days (Van Decker et al 2021). Moreover, CAUTIs are the leading cause of death among medical-surgical patients and are also associated with a significant socio-economic load on patients and their families (Shaheen et al., 2019). The dire implications of this nursing issue make it a cause for alarm that necessitates being addressed with utmost priority in the healthcare system.

Significance of the Topic and its Implication for Nursing Practice

The management of CAUTIs among medical-surgical patients is an important topic in nursing practice. Nurses have the obligation to champion the safety and quality of care for patients. As such, the management of CAUTIs among medical-surgical patients aligns with this nursing obligation (Shadle et al., 2021). Moreover, the management of CAUTIs is a way of enhancing patient health outcomes and reducing CAUTIs within medical-surgical units.

Proposed Solution

The proposed solution to CAUTIs management and prevention in medical-surgical units is the adoption of intentional leadership rounding. Hedenstrom et al., (2022) define leadership rounding as a process where leaders engage with nurses and patients, talking to them directly about CAUTI prevention. Leadership rounding is crucial in providing information to caregivers and discussing with nurses particular process issues that may be encumbering progress in addressing CAUTIs in the medical-surgical units (Auten, 2021). These discussions during leadership rounding need to ensure interprofessional collaboration between providers that are involved in CAUTI management. This is critical in ensuring the sustainability of the proposed intervention.

Conclusion

This paper has given an impression of this capstone change project and the reasons it is considered applicable in nursing practice. Dealing with the issue of CAUTIs in medical-surgical units is crucial in enhancing safety and quality of care, thus enhancing positive patient outcomes.

References

Auten, K. (2021). Intentional Leadership Rounds: A Proactive Approach to CAUTI Reduction. American Journal of Infection Control, 49(6), S9. https://doi.org/10.1016/j.ajic.2021.04.035

CDC. (2021). Catheter-associated Urinary Tract Infections (CAUTI) | HAI | CDC. Retrieved from https://www.cdc.gov/hai/ca_uti/uti.html

Gomila, A., Carratalà, J., Eliakim-Raz, N., Shaw, E., Tebé, C., Wolkewitz, M., Wiegand I., Grier S., Vank C., Cuperus N., Heuvel, L., Vuong, C., MacGowan, A., Leibovici, L., Addy, I., & Pujol, M. (2019). Clinical outcomes of hospitalized patients with catheter-associated urinary tract infection in countries with a high rate of multidrug-resistance: the COMBACTE-MAGNET RESCUING study. Antimicrobial Resistance & Infection Control, 8(1), 1-8. doi: 10.1186/s13756-019-0656-6

Hedenstrom, M., Harrilson, A., Heath, M., & Dyess, S. (2022). “What’s Old Is New Again”: Innovative Health Care Leader Rounding—A Strategy to Foster Connection. Nurse Leader, 20(4), 366-370. https://doi.org/10.1016/j.mnl.2022.05.005

Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899

Shadle, H. N., Sabol, V., Smith, A., Stafford, H., Thompson, J. A., & Bowers, M. (2021). A bundle-based approach to prevent catheter-associated urinary tract infections in the intensive care unit. Critical Care Nurse, 41(2), 62-71. https://doi.org/10.4037/ccn2021934

Shaheen, G., Akram, M., Jabeen, F., Ali Shah, S. M., Munir, N., Daniyal, M., … & Khan, M. (2019). Therapeutic potential of medicinal plants for the management of urinary tract infection: A systematic review. Clinical and Experimental Pharmacology and Physiology, 46(7), 613-624.

Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model. BMJ Open Quality, 10(4), e001534. http://dx.doi.org/10.1136/bmjoq-2021-001534

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.