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Posted: August 24th, 2022
GCU NUR646 Week 1 Assignment Pre-Practicum Preceptor
GCU NUR646 Week 1 Assignment Pre-Practicum Preceptor, Faculty
Week 1 Assignment
Pre-Practicum Preceptor, Faculty, and Student Conferences
Prior to starting practicum hours, students are required to arrange a conference with their preceptors to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and Student conference” form and submitting it to the instructor in LoudCloud during the first week of class for approval of the proposed experiences.
Preceptor-Faculty-Student Conferences and Assessments
Student Name______________________
Course ___________________________
Pre-/mid-/ and post- conference or Assessment between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.
Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.
A pre-conference will occur prior to the start of the practicum/clinical 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 clinical experience. All faculty and preceptor 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. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.
For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:
_____ Copy of or link to Graduate Field Experience Manual
_____ Copy of the midterm/final Assessment process and form
_____ Copy of or link to the University Policy Handbook
_____Typhon/DMS Instructions
_____ Faculty Contact Information
Preceptor direct contact information:
Name: ____________________________________________
Email: ____________________________________________
Phone: ___________________________________________
Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: _______________
A mid-term conference 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 course goals. The faculty member will meet with the preceptor to conduct the student’s midterm Assessment. The preceptor will meet with the student to review the Assessment form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.
Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: _______________
A final clinical Assessment will occur at the end of the clinical/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 Assessment after conferring with preceptor.
Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: _______________
NUR646 Nursing Education Seminar 1
Week 1 Assignment
Pre-Practicum Preceptor, Faculty, and Student Conferences
Prior to starting practicum hours, students are required to arrange a conference with their preceptors to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and Student conference” form and submitting it to the instructor in LoudCloud during the first week of class for approval of the proposed experiences.
Preceptor-Faculty-Student Conferences and Assessments
Student Name______________________
Course ___________________________
Pre-/mid-/ and post- conference or Assessment between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.
Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.
A pre-conference will occur prior to the start of the practicum/clinical 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 clinical experience. All faculty and preceptor 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. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.
For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:
_____ Copy of or link to Graduate Field Experience Manual
_____ Copy of the midterm/final Assessment process and form
_____ Copy of or link to the University Policy Handbook
_____Typhon/DMS Instructions
_____ Faculty Contact Information
Preceptor direct contact information:
Name: ____________________________________________
Email: ____________________________________________
Phone: ___________________________________________
Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: _______________
A mid-term conference 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 course goals. The faculty member will meet with the preceptor to conduct the student’s midterm Assessment. The preceptor will meet with the student to review the Assessment form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.
Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: _______________
A final clinical Assessment will occur at the end of the clinical/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 Assessment after conferring with preceptor.
Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.
Preceptor Signature: ________________________________________ Date: _______________
Student Signature: ________________________________________ Date: _______________
Faculty Signature: _________________________________________ Date: __
——
GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II
GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II
GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II
GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
In this topic, students will continue to examine the research literature and utilize library resources to locate quality, peer-reviewed sources that support their chosen topic and solution. Students will begin to synthesize the research data from multiple sources to identify strategies for implementation of a nursing intervention. Students must identify a change or nursing theory to support their proposed capstone project intervention. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
Objectives:
Synthesize evidence-based research data to support the development of the capstone project change proposal.
Identify a change or nursing theory to support the nursing intervention for the capstone project change proposal.
Write measurable outcomes for the evidence-based nursing practice intervention used in the capstone project change proposal.
Integrate reflective practice into the practicum reflective journal.
Demonstrate interprofessional collaboration during the creation of the capstone project change proposal.
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Tasks – GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
Literature Assessment Table
In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.
The assignment will be used to develop a written implementation plan.
For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Assessment Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.
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.
Topic 4 Rubric: Literature Assessment Table
Course Code Class Code Assignment Title Total Points
NRS-493 NRS-493-O502 Literature Assessment Table 50.0
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 100.0%
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article 5.0% Author, journal (peer-reviewed), and permalink or working link to access article section is not included. Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete. Author, journal (peer-reviewed), and permalink or working link to access article section is present. Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed. Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.
Article Title and Year Published 5.0% Article title and year published section is not included. Article title and year published section is present, but it lacks detail or is incomplete. Article title and year published section is present. Article title and year published section is clearly provided and well developed. Article title and year published section is comprehensive and thoroughly developed with supporting details.
Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study 10.0% Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included. Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete. Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present. Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed. Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.
Design (Type of Quantitative, or Type of Qualitative) 5.0% Design (type of quantitative, or type of qualitative) section is not included. Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete. Design (type of quantitative, or type of qualitative) section is present. Design (type of quantitative, or type of qualitative) section is clearly provided and well developed. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II. Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.
Setting or Sample 5.0% Setting or sample section is not included. Setting or sample section is present, but it lacks detail or is incomplete. Setting or sample section is present. Setting or sample section is clearly provided and well developed. Setting or sample section is comprehensive and thoroughly developed with supporting details.
Methods: Intervention or Instruments 5.0% Methods: Intervention or Instruments section is not included. Methods: Intervention or Instruments section is present, but it lacks detail or is incomplete. Methods: Intervention or Instruments section is present. Methods: Intervention or Instruments section is clearly provided and well developed. Methods: Intervention or Instruments section is comprehensive and thoroughly developed with supporting details.
Analysis 10.0% Analysis section is not included. Analysis section is present, but it lacks detail or is incomplete. Analysis section is present. Analysis section is clearly provided and well developed. Analysis section is comprehensive and thoroughly developed with supporting details.
Key Findings 10.0% Key findings section is not included. Key findings section is present, but it lacks detail or is incomplete. Key findings section is present. Key findings section is clearly provided and well developed. Key findings section is comprehensive and thoroughly developed with supporting details.
Recommendations 10.0% Recommendations section is not included. Recommendations section is present, but it lacks detail or is incomplete. Recommendations section is present. Recommendations section is clearly provided and well developed. Recommendations section is comprehensive and thoroughly developed with supporting details.
Explanation of How the Article Supports EBP or Capstone 10.0% Explanation of how the article supports EBP or capstone section is not included. Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete. Explanation of how the article supports EBP or capstone section is provided. Explanation of how the article supports EBP or capstone section is clearly provided and well developed. Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.
Presentation 10.0% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style 5.0% Sources are not documented. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II. 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%
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Capstone Change Project Outcomes
After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.
The assignment will be used to develop a written implementation plan.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to LopesWrite.
Professional Capstone and Practicum Reflective Journal – GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
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.
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
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. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
NRS-493 Professional Capstone and Practicum Reflective Journal Rubric
Course Code Class Code Assignment Title Total Points
NRS-493 NRS-493-O502 Professional Capstone and Practicum Reflective Journal 0.01
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
Group 1 100.0%
New Practice Approaches 8.0% New practice approaches are not present. New practice approaches are present, but they are incomplete or otherwise lacking in required detail. New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding. New practice approaches are present and complete. The submission provides the basic information required. New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.
Interprofessional Collaboration (C4.3) 8.0% Interprofessional collaboration information is not present. Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail. Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding. Interprofessional collaboration information is present and complete. The submission provides the basic information required. Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Care Delivery and Clinical Systems 8.0% Health care delivery and clinical systems information is not present. Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail. Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding. Health care delivery and clinical systems information is present and complete. The submission provides the basic information required. Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Ethical Considerations In Health Care (C2.3) 8.0% Information regarding ethical considerations in health care is not present. Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail. Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required. Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Practice of Culturally Sensitive Care (C5.3) 8.0% Information regarding the practice of culturally sensitive care is not present. Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail. Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required. Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4) 8.0% Information regarding the preservation of integrity and human dignity in the care of all patients is not present. Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail. Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required. Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Population Health Concerns 8.0% Information regarding population health concerns is not present. Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail. Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information regarding population health concerns is present and complete. The submission provides the basic information required. Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Role of Technology in Improving Health Care Outcomes (C4.1) 8.0% Information on the role of technology in improving health care outcomes is not present. Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail. Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required. Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Policy 8.0% Health policy information is not present. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II. Health policy information is present, but it is incomplete or otherwise lacking in required detail. Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding. Health policy information is present and complete. The submission provides the basic information required. Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Leadership and Economic Models 8.0% Information on leadership and economic models is not present. Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail. Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding. Information on leadership and economic models is present and complete. The submission provides the basic information required. Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Disparities 8.0% Information on health disparities is not present. Information on health disparities is present, but it is incomplete or otherwise lacking in required detail. Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding. Information on health disparities is present and complete. The submission provides the basic information required. Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Outline of Overall Personal Discovery 8.0% Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present. Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail. Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding. Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required. Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 4.0% 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. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
Total Weightage 100%
Lopes Activity Tracker
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
Topic 4 DQ 1
Why is understanding the health care system at the local level important to consider when planning an EBP implementation? Conduct research and solicit anecdotal evidence from your course preceptor that you will take into consideration for your own change project.
Topic 4 DQ 2
Compare and contrast two change theories, and determine which theory makes the most sense for implementing your specific EBP intervention. Why? Has your preceptor used either theory, and to what result?
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