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Posted: February 26th, 2022
Intervention Presentation and Capstone Video Reflection
Assessment 5 Instructions: Intervention Presentation and Capstone Video Reflection
• PRINT
• Present your approved intervention to the patient, family, or group and record a 10-15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Introduction
Baccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018). During clinical experiences, nurses with a bachelor’s degree have a lot of chances to think about what they did to help patients get better care. Research shows that making and sharing video reflections may help students learn more (Speed, Lucarelli, & Macaulay, 2018).
For this assessment, you will show the patient, their family, or a group your approved intervention and think about different parts of your capstone practicum experience. This will give you a chance to talk about the parts of the project that you are most proud of and the parts that will help you grow as a nurse and in your personal practice.
For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.
Reference
Speed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).
Instructions
Complete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.
PART 1
Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in Capella Academic Portal.
Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.
Part 2
Record a 10–15 minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.
You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this courseroom tool.
Note: If you require the use of Helpive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.
Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.
• Assess the contribution of your intervention to patient or family satisfaction and quality of life.
o Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.
o Explain how your intervention enhances the patient, family, or group experience.
• Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.
o Explain how the principles of evidence-based practice informed this aspect of your project.
• Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.
o Identify opportunities to improve health care technology use in future practice.
• Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.
o Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.
• Explain whether capstone project outcomes matched your initial predictions.
o Discuss the aspects of the project that met, exceeded, or fell short of your expectations.
o Discuss whether your intervention can, or will be, adopted as a best practice.
o Describe the generalizability of your intervention outside this particular setting.
o Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
• Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.
o Address your provision of ethical care and demonstration of professional standards.
o Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.
• Communicate professionally in a clear, audible, and well-organized video.
Additional Requirements
Cite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 2: Make clinical and operational decisions based upon the best available evidence.
o Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.
• Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
o Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
o Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.
• Competency 5: Analyze the impact of health policy on quality and cost of care.
o Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.
• Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
o Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.
• Competency 8: Integrate professional standards and values into practice.
o Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.
o Communicate professionally in a clear and well-organized video.
• SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.
VIEW SCORING GUIDE
Intervention Presentation and Capstone Video Reflection Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. Does not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life. Attempts to assess the contribution of an intervention to patient, family, or group satisfaction and quality of life based on unfounded assumptions. Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group.
Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Does not describe one’s planning and implementation of a capstone project. Attempts to describe one’s planning and implementation of a capstone project. Describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Succinctly describes one’s use of evidence and peer-reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice.
Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Does not describe how one used health care technology in a capstone project. Attempts to describe how one used health care technology in a capstone project. Assesses the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use.
Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. Does not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development. Attempts to describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development. Explains how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development. Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureate-prepared nurse’s role in policy implementation and development.
Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time. Does not describe capstone project outcomes and does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form. Attempts to describe capstone project outcomes and/or does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form. Explain whether capstone project outcomes matched one’s initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time. Provides an articulate and perceptive explanation of whether capstone project outcomes matched one’s initial predictions. Exhibits clear insight into the generalizability and best-practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.
Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Does not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Summarizes one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.
Communicate professionally in a clear and well-organized video. Does not communicate in a video. Communicates in a video. Content delivery is hesitant, unclear, or read from a script. Communicates professionally in a clear and well-organized video. Communicates professionally in a clear and well-organized video. Content delivery is focused, smooth, and well-rehearsed. Information sources are credited appropriately.
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