NRS 465 Topic 8 Benchmark – Capstone Project Change Proposal
Capstone Project Change Proposal
Pediatric asthma among school-aged children is one of the most prevalent chronic respiratory conditions that continues to create challenges for patients, caregivers, healthcare providers and healthcare systems. Studies show that this population often experiences exacerbations that lead to Emergency Room (ER) visits, hospitalizations, school absenteeism, activity limitations, and decreased quality of life (Zhou & Tang, 2025). Despite proven effective asthma control through medication adherence, trigger avoidance, and early symptom recognition, there is still a high prevalence of preventable complications due to inconsistent asthma management and inadequate patient/caregiver education. Lin et al. (2024) note that nurses play a critical role in promoting positive outcomes for pediatric asthma patients through discharge teaching and caregiver education. However, asthma education practices are often inconsistent, time-limited, or unstructured, despite evidence supporting structured asthma education programs as effective for improving patient and caregiver knowledge, strengthening self-management behaviors, and reducing preventable complications and ER visits (Aguilar et al., 2024). This project proposes a structured asthma education program for school-aged children with asthma and their caregivers within the practicum setting, aiming to improve caregiver and patient understanding of asthma management, strengthen self-management practices, and reduce asthma-related emergency room visits.
Background of the Clinical Problem
Asthma is a chronic inflammatory respiratory condition characterized by airway narrowing, bronchospasm, mucus production, and recurring symptoms such as wheezing, coughing, chest tightness, and shortness of breath. It remains one of the most significant public health concerns affecting millions of children worldwide and a leading cause of emergency room visits, hospitalizations, and missed school absenteeism among school-aged children. Although asthma can often be controlled through appropriate medication management, trigger avoidance, and routine follow-up care, many children continue to experience poorly controlled symptoms and preventable exacerbations. Children between the ages of 5 and 14 years are particularly vulnerable to asthma-related complications because they are frequently exposed to environmental triggers at home, school, and within the community, including smoke exposure, allergens, pollen, viral infections, weather changes, exercise, dust, and poor air quality (Global Initiative for Asthma, 2025). For many pediatric patients, asthma symptoms interfere with daily activities, physical exercise, school attendance, sleep quality, and overall well-being. Uncontrolled asthma also creates emotional and financial stress for caregivers who are responsible for managing medications, monitoring symptoms, and responding to acute exacerbations.
One of the most common contributors to poor asthma control is inadequate patient and caregiver education. Many caregivers struggle to recognize early warning signs of asthma exacerbations, understand medication differences, properly administer inhalers, or follow asthma action plans consistently. In some cases, language barriers, cultural differences, and the use of complex medical terminology can further limit understanding and adherence to treatment recommendations. When caregivers lack confidence in managing symptoms at home, children are more likely to experience complications requiring emergency medical care.
Nurses play a central role in improving asthma outcomes through patient education, discharge teaching, symptom assessment, medication instruction, and reinforcement of self-management strategies (Lin et al., 2024). However, asthma education practices are often inconsistent due to staffing challenges, limited time during patient encounters, and variation in teaching methods among healthcare providers. Therefore, there is a need to implement evidence-based educational interventions that support early symptom recognition and effective disease management.
Current literature supports the use of structured asthma education programs to improve caregiver knowledge, strengthen medication adherence, enhance inhaler technique, and reduce preventable asthma exacerbations (Samady et al., 2022). Hence, implementing a standardized asthma education program within the practicum setting may improve caregiver understanding, increase patient engagement, reduce emergency room visits, and promote better long-term asthma control among school-aged children.
Clinical Problem Statement
Pediatric Asthma continues to affect a large number of school-aged children between the ages of 5 and 14, with higher rates of complications observed among children living in underserved and vulnerable communities (Martin et al., 2022). Many patients and caregivers experience difficulty understanding asthma management, which contributes to inconsistent treatment practices, poor adherence to prescribed medications, and repeated asthma exacerbations. Current evidence suggests that limited caregiver and patient knowledge regarding asthma symptoms, trigger avoidance, and medication use is associated with preventable emergency room utilization and worsening disease outcomes (Kannikeswaran et al., 2024).
Although asthma education is commonly provided during healthcare encounters, in the practicum setting, existing teaching practices are often inconsistent, unstructured, and not always adapted to the health literacy or cultural needs of patients and caregivers. As a result, important gaps remain in caregiver confidence and self-management abilities, increasing the likelihood of poorly controlled asthma and avoidable emergency care visits. Therefore, the implementation of a structured, culturally sensitive, and accessible asthma education program for both patients and their parents is needed to improve understanding of the disease, strengthen medication adherence, support early symptom recognition, and reduce asthma-related complications that lead to ER utilization among pediatric patients.
Purpose of the Change Proposal
The purpose of this change proposal is to implement a structured asthma education program for school-aged children with Asthma and their caregivers to improve disease management and reduce asthma-related emergency room visits within the practicum setting. The proposed intervention focuses on strengthening caregivers’ and patients’ understanding of asthma triggers, symptom recognition, medication adherence, inhaler technique, and the use of individualized asthma action plans through standardized education and teach-back methods.
The changing healthcare system continues to emphasize preventive care, quality improvement, patient-centered care, and reduction of avoidable healthcare utilization. Therefore, healthcare institutions are increasingly expected to improve outcomes while reducing hospital admissions, emergency room visits, and healthcare costs associated with chronic conditions such as Asthma. This shift has created a greater need for evidence-based educational interventions that empower patients and caregivers to actively participate in disease management and early symptom intervention outside of acute care settings.
This change proposal supports these healthcare priorities by promoting consistent nursing education practices and encouraging proactive management of asthma symptoms before complications occur. The educational intervention also addresses healthcare disparities by incorporating culturally sensitive, language-appropriate, and literacy-focused educational strategies designed to meet the needs of diverse pediatric populations and underserved communities. By improving caregiver confidence and patient self-management skills, the project aims to reduce preventable asthma exacerbations, improve quality of life, and decrease reliance on emergency medical services. Additionally, the proposed project supports the evolving role of nurses within the healthcare system as leaders in chronic disease management, patient education, and quality improvement initiatives. Nurses are uniquely positioned to identify educational gaps, reinforce evidence-based asthma management practices, and promote patient-centered care that improves long-term outcomes for pediatric patients and their families (Lin et al., 2024).
PICOT Question
The proposed project will follow the Population, Intervention, Comparison, Outcome, and Timeframe (PICOT) question format to guide research and implementation. The PICOT question is as follows: In school-aged patients diagnosed with asthma (P), how does the implementation of a structured caregiver and patient education program (I), compared to routine patient education (C), affect emergency room (ER) visits (O) within 12 weeks(T)?
Literature Search Strategy
A focused literature search was conducted using Google Scholar to identify current peer-reviewed evidence on pediatric Asthma education and disease management. Relevant articles were obtained from reputable healthcare and scientific databases, including PubMed, ScienceDirect, Elsevier Health Sciences, and the Cochrane Library. Search terms were developed from the PICOT question. They included phrases such as “pediatric asthma education,” “caregiver education for school-aged children with asthma,” “pediatric asthma self-management,” “asthma education interventions,” and “emergency department visits among children with asthma.” Boolean operators such as AND and OR were used to narrow and combine search results for improved relevance and specificity. Additional inclusion criteria included peer-reviewed studies published within recent years, articles focused on school-aged pediatric populations, and studies evaluating educational interventions, asthma management strategies, caregiver involvement, and asthma-related healthcare utilization outcomes.
Synthesis of Literature Review
The reviewed literature consistently identifies pediatric Asthma as a major public health concern that continues to affect the physical, emotional, and social well-being of school-aged children and their caregivers. Asthma remains one of the leading causes of emergency room visits, hospitalizations, missed school days, and reduced quality of life among children worldwide (Zhou & Tang, 2025). Many children continue to experience preventable exacerbations due to inadequate disease management and limited caregiver understanding. The literature strongly supports the use of structured asthma education programs as an evidence-based strategy to improve symptom control, strengthen self-management behaviors, and reduce unnecessary healthcare utilization.
A major theme identified throughout the literature was the effectiveness of structured educational interventions in improving pediatric asthma outcomes. Studies found that children and caregivers who participated in organized asthma education programs demonstrated improved understanding of asthma symptoms, medication adherence, inhaler technique, and trigger management (Lin et al., 2024; Omara et al., 2023). These interventions also promoted better self-management behaviors and increased caregiver confidence in responding to worsening symptoms at home. In addition, there is a direct relationship between asthma education and reductions in emergency room visits and hospitalizations. Omara et al. (2023) reported that structured asthma education was associated with fewer asthma exacerbations, improved lung function, and reduced emergency department utilization among pediatric patients. Similarly, Samady et al. (2022) found that interactive inpatient asthma education improved symptom control and reduced hospital readmissions compared to standard education practices.
Another important finding across the literature involved the significant role caregivers play in pediatric asthma management. Children with asthma often depend heavily on parents and caregivers to monitor symptoms, administer medications, recognize triggers, and seek timely medical intervention. Studies by Kassa et al. (2022) and Yang et al. (2024) revealed that caregivers frequently experience emotional stress, uncertainty, and difficulty managing asthma due to inadequate education and inconsistent support. Caregiver burden was often increased when children experienced frequent exacerbations, school absences, or repeated emergency room visits, hence the importance of including caregivers as active participants in asthma education programs.
Furthermore, literature highlighted the effectiveness of interactive and technology-based educational approaches in pediatric asthma management. Several studies found that innovative educational tools improved participation and knowledge retention among pediatric patients and caregivers. For instance, Silva-Lavigne et al. (2022) reported that serious games increased children’s engagement and reinforced key asthma self-management concepts, such as medication use and trigger identification, while O’Connor et al. (2023) demonstrated that augmented-reality educational tools were highly engaging, user-friendly, and effective in teaching proper inhaler technique. Samady et al. (2022) further emphasized that interactive education methods were more effective than routine didactic instruction in improving asthma outcomes.
Another recurring theme was the growing need for preventive and patient-centered approaches in an evolving healthcare system. The literature consistently supported interventions aimed at reducing avoidable emergency care utilization through early education, symptom recognition, and caregiver empowerment. Educational interventions that focus on prevention and self-management align with current healthcare priorities emphasizing quality improvement, chronic disease management, and reduction of healthcare costs associated with preventable hospital visits. Structured asthma education programs not only improve patient outcomes but also support nursing practice by promoting evidence-based care, standardized education, and improved communication between healthcare providers and families.
Although the reviewed studies provided strong evidence supporting asthma education interventions, several limitations were identified across the literature. Some studies included small sample sizes, limiting the generalizability of findings to broader pediatric populations (O’Connor et al., 2023; Silva-Lavigne et al., 2022). Other studies relied heavily on self-reported data from caregivers and participants, which may have introduced response bias. In addition, some interventions lacked comparison groups or long-term follow-up periods, reducing the ability to determine sustained effects over time. Despite these limitations, the collective findings consistently supported the value of structured asthma education and highlighted the need for ongoing research focused on culturally sensitive, evidence-based interventions that improve long-term asthma outcomes.
Overall, the literature provides strong support for implementing a structured asthma education program for school-aged children and their caregivers, demonstrating that educational interventions improve asthma knowledge, medication adherence, inhaler technique, symptom recognition, and quality of life, while reducing asthma-related exacerbations and emergency room utilization. The findings also reinforce the importance of caregiver involvement and the use of interactive educational strategies to improve engagement and long-term self-management behaviors. Collectively, the literature supports the proposed capstone project and highlights the important role of nursing-led education in improving pediatric asthma outcomes within diverse healthcare settings.
Applicable Change Theory
The proposed project will be guided by Kotter’s Eight-Step Change Model, which provides a structured framework for implementing and sustaining organizational change within healthcare settings. The first stages of Kotter’s model emphasize creating a sense of urgency and building a guiding coalition, both of which are highly relevant to the proposed structured education intervention for pediatric Asthma management. By presenting current data on asthma-related hospital utilization and highlighting gaps in discharge teaching and self-management support, urgency for change will be effectively established among nursing staff and leadership.
In addition, forming a multidisciplinary team, including nurses, respiratory therapists, providers, and quality improvement personnel, supports collaboration and shared ownership of the project, ensuring alignment with organizational goals and patient care priorities. Kotter’s model will further support the implementation, sustainability, and evaluation phases of the project through steps such as developing a strategic vision, communicating the change, removing barriers, and anchoring new practices into organizational culture. In this project, the vision is to reduce preventable asthma exacerbations and emergency room visits by standardizing caregiver and patient education using evidence-based, structured teaching methods. Effective communication of this vision will be achieved through staff training, integration of educational tools, and ongoing feedback sessions. Barriers such as time constraints, inconsistent educational practices, and limited caregiver understanding will be addressed through streamlined teaching tools, teach-back methods, and interactive educational technologies. Finally, anchoring the change will involve integrating the structured education program into routine nursing practice and documentation workflows to ensure long-term sustainability and continuous improvement in pediatric asthma outcomes within the practicum setting.
Proposed Implementation Plan
The implementation of this project will entail introducing a structured education program for school-aged children diagnosed with Asthma and their caregivers within the practicum setting. The intervention will be integrated into routine nursing workflows, particularly during patient admissions, discharge teaching, and follow-up encounters. Nurses will receive training on standardized asthma education content, including symptom recognition, trigger identification, medication adherence, inhaler techniques, and individualized asthma action plans. Teach-back methods will be used to confirm caregiver understanding, and education will be supported through visual aids, interactive videos, and mobile health tools.
The implementation will occur over 12 weeks, allowing for structured rollout, staff engagement, and ongoing monitoring of adherence to the education protocol. Outcome measures will focus on both process and clinical results to evaluate the effectiveness of the intervention. Short-term outcomes will include improved caregiver and patient knowledge of asthma management and improved accuracy of inhaler technique. Long-term outcomes will include a reduction in asthma-related emergency room visits among participating pediatric patients and improved consistency of nursing documentation related to asthma education.
Plan for Evaluating the Proposed Nursing Intervention
The evaluation of the educational intervention will focus on determining whether the structured education program improves outcomes for school-aged children with Asthma and their caregivers. Evaluation will include both process and outcome measures collected over the 12-week implementation period. Pre- and post-education surveys will assess caregiver knowledge, confidence, and understanding of asthma management. Teach-back and return demonstration tools will evaluate caregiver and patient competency in inhaler use and symptom recognition. Clinical outcomes will be measured by tracking asthma-related emergency room visits in the electronic health record before and after implementation. Nursing documentation audits will also be conducted to assess compliance with standardized education delivery. Data will be analyzed descriptively to determine trends in knowledge improvement, behavior change, and ER utilization reduction.
Potential Barriers and Strategies to Overcome Them
Several barriers may affect the successful implementation of the proposed structured asthma education program. The anticipated barriers include limited time within nursing workflows, staffing shortages, inconsistent education delivery, and variable caregiver health literacy levels. Language differences and cultural beliefs may also impact caregiver understanding and engagement. In addition, limited access to digital tools, such as mobile applications and internet services, especially for patients and caregivers in low-resource settings, may reduce the effectiveness of technology-based educational components.
These barriers will be addressed through practical and sustainable strategies. For instance, standardized education templates, brief teaching modules, and teach-back methods will be used to help streamline nursing workflow and reduce the time burden. In addition, simple, non-medical language, visual aids, and translated materials will be used to improve comprehension across diverse patient and caregiver populations. Interdisciplinary support from respiratory therapists and clinical educators will reinforce consistency in teaching. Finally, using low-cost or already available hospital resources will ensure feasibility while maintaining focus on improving outcomes for pediatric Asthma patients.
References
Aguilar, R., Knudsen-Robbins, C., Ehwerhemuepha, L., Feaster, W., Kamath, S., & Heyming, T. W. (2024). Pediatric Asthma Exacerbations: 14-Day Emergency Department Return Visit Risk Factors. The Journal of Emergency Medicine, 67(1), e22–e30. https://doi.org/10.1016/j.jemermed.2024.02.002
Global Initiative for Asthma. (2025). Global strategy for asthma management and prevention. https://ginasthma.org
Kannikeswaran, N., Spencer, P., Carcone, A., Huth, M., Mehmood, Y., & Ellis, D. (2024). Utilization of electronic portal referrals to a community agency for children presenting with an asthma exacerbation to a pediatric emergency department. The Journal of Asthma: Official Journal of the Association for the Care of Asthma, 61(4), 307–312. https://doi.org/10.1080/02770903.2023.2272796
Kassa, E., Kebede, R. A., & Habte, B. M. (2022). Perceptions towards childhood asthma and barriers to its management among patients, caregivers, and healthcare providers: A qualitative study from Ethiopia. BMC Pulmonary Medicine, 22(1), 184. https://doi.org/10.1186/s12890-022-01984-2
Lin, G. Q., Ye, Z. Q., Song, E. L., & Lin, Y. N. (2024). Enhancing pediatric asthma management through multifaceted health education. World Journal of Clinical Cases, 12(19), 3708–3716. https://doi.org/10.12998/wjcc.v12.i19.3708
Martin, J., Townshend, J., & Brodlie, M. (2022). Diagnosis and management of asthma in children. BMJ Pediatrics Open, 6(1), e001277. https://doi.org/10.1136/bmjpo-2021-001277
O’Connor, A., Tai, A., Brinn, M., Hoang, A. N. T. H., Cataldi, D., & Carson-Chahhoud, K. (2023). Co-design of an augmented reality asthma inhaler educational intervention for children: Development and usability study. JMIR Pediatrics and Parenting, 6, e40219. https://doi.org/10.2196/40219
Omara, H. A., Mansour, M. G., & Badr, R. M. (2023). Asthma education and its impact on pediatric asthma severity: a prospective cohort study. The Journal of Asthma: Official Journal of the Association for the Care of Asthma, 60(3), 588–599. https://doi.org/10.1080/02770903.2022.2082306
Samady, W., Rodriguez, V. A., Gupta, R., Palac, H., Pongracic, J. A., & Press, V. G. (2022). Interactive inpatient asthma education: A randomized controlled trial. Hospital Pediatrics, 12(3), 239–247. https://doi.org/10.1542/hpeds.2021-006259
Silva-Lavigne, N., Valderrama, A., Pelaez, S., Bransi, M., Balli, F., Gervais, Y., Gaudy, T., & Tse, S. M. (2022). Acceptability of serious games in pediatric asthma education and self-management: Pilot study. JMIR Pediatrics and Parenting, 5(2), e33389. https://doi.org/10.2196/33389
Yang, F., Zhou, J., Xiao, H., Wu, X., Cui, Y., Huang, H., Zheng, S., & Li, H. (2024). Caregiver burden among parents of school-age children with asthma: A cross-sectional study. Frontiers in Public Health, 12, 1368519. https://doi.org/10.3389/fpubh.2024.1368519
Zhou, W., & Tang, J. (2025). Prevalence and risk factors for childhood asthma: A systematic review and meta-analysis. BMC Pediatrics, 25(1), 50. https://link.springer.com/article/10.1186/s12887-025-05409-x
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Appendix A: Capstone Change Project Evaluation Plan
Part I: Evaluation Plan
| Project Objective (Goal) | Measurable Project Outcome | What data will be collected to measure this outcome? | What tool will be used to collect the data? | Who will be responsible for collecting data? |
| 1. Improve caregiver and patient understanding of pediatric Asthma management within the first four weeks of implementation | At least 80% of caregivers will correctly explain asthma triggers, medication use, and early symptom recognition after education sessions. | The data to be collected for this outcome include caregiver knowledge scores and completion of education sessions. | Tools will include a pre- and post-education survey and education documentation forms.
Survey questions will include: 1. “How confident are you in recognizing early asthma symptoms in your child?” 2. “Do you understand the difference between rescue and controller medications?” 3. “How confident are you in managing your child’s asthma at home?” |
The project leader and registered nurses providing the education sessions will be responsible for data collection. |
| 2. Improve proper inhaler techniques among pediatric asthma patients and caregivers during the implementation period | At least 90% of the participants will demonstrate correct inhaler technique following education. | Data to be collected include inhaler technique demonstration and return demonstration scores. | Data collection tools will include observation forms, an inhaler technique competency checklist, and demonstration equipment. | Respiratory therapists and registered nurses will be responsible for data collection. |
| 3. Reduce asthma-related emergency room visits among participating pediatric patients within 12 weeks of implementation. | A measurable decrease, at least 70%, in asthma-related emergency room visits, compared to baseline data collected before implementation | Number of asthma-related ER visits before and after intervention, patient follow-up reports, and caregiver feedback | Electronic health record reports, follow-up phone surveys, and ER utilization tracking logs.
The follow-up survey questions will include the following:1. “Has your child required an emergency room visit for asthma symptoms since the education session?” 2. “Have you been able to manage worsening symptoms at home using the asthma action plan?” 3. “Has the education program helped you feel more prepared to prevent asthma attacks?” |
Data will be collected by the project leader, nurse manager, and the quality improvement staff. |
| 4. Improve the consistency and compliance of standardized asthma education among nursing staff in the practicum setting | Increased documentation compliance and completion of asthma education for eligible pediatric asthma patients and their caregivers | Percentage of completed asthma education documentation, compliance audits and staff participation records. | Electronic health record audits, staff surveys, education compliance checklists, and training attendance logs will be used in data collection. | Data will be collected by the nurse manager, project leader, and clinical educator. |
Part II: Communication Plan
| How will the data collected be communicated to the team?
|
| The data collected throughout the implementation of the pediatric asthma education initiative will be communicated to the interdisciplinary team through scheduled staff meetings, progress reports, and electronic updates. Weekly discussions with nurses, respiratory therapists, and leaders will provide opportunities to review progress in meeting outcomes, including caregiver participation, inhaler technique performance, documentation compliance, and trends in asthma-related emergency room visits. In addition, summary reports generated from electronic health record audits, surveys, and project-tracking tools will be shared with the practicum site leaders and the quality improvement team to monitor progress toward project goals and identify areas requiring additional support or modifications. Open communication and ongoing feedback encourage collaboration among team members, strengthen accountability, and promote timely problem-solving during the implementation process (Jeffers & Anderson, 2025). At the end of the project, outcome data and sustainability recommendations will be presented to organizational stakeholders to support continued evidence-based asthma education practices in the clinical setting. |
Reference
Jeffers, A. M., & Anderson, C. (2025). A guide to developing teams for successful healthcare quality improvement projects. Current problems in pediatric and adolescent health care, 55(7), 101802. https://doi.org/10.1016/j.cppeds.2025.101802
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NRS 465 Topic 8 Benchmark – Capstone Project Change Proposal
In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Develop a 2,500-3,000-word written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
- Background of clinical problem
- Clinical problem statement (Topic 3 assignment)
- Purpose of the change proposal in relation to providing patient care in the changing health care system (Topic 2 assignment)
- PICOT question (Topic 3 assignment)
- Literature search strategy employed (Topic 4 assignment)
- Synthesis of literature review (Topic 6 assignment)
- Applicable change or nursing theory utilized (Topic 4 DQ 2)
- Proposed implementation plan with outcome measures (Topic 5 assignment)
- Plan for evaluating the proposed nursing intervention (Topic 6 assignment)
- Identification of potential barriers to plan implementation, and a discussion of how these could be overcome (Topic 5 DQ 2 and any other barriers that have not yet been considered)
- Appendix section: Update the Capstone Change Project Evaluation plan developed in Topic 7 as needed. Include it as Appendix A. Additional items developed for your capstone project (i.e., patient or staff education materials, etc.) can also be attached but are optional.
Review the feedback from your instructor on the Capstone Project assignments submitted throughout the course and referenced above. Use this feedback to make appropriate revisions to these before submitting.
You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines 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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN-BSN
1.3: Demonstrate clinical judgment founded on a broad knowledge base.
2.5: Develop a plan of care.
4.2: Integrate best evidence into nursing practice.
American Association of Colleges of Nursing Core Competencies for Professional Nursing Education
This assignment aligns to AACN Core Competencies 1.3, 2.5, 3.3, 3.5, 4.2, 10.2, 10.3
Rubric Criteria
Criteria Description
Revisions are incorporated as directed by instructor.
5. Target
8 points
All revisions are incorporated. The revision greatly improves the accuracy and clarity of the project.
4. Acceptable
6.8 points
The key aspects were revised. The revision generally improves the accuracy and clarity of the project.
3. Approaching
6 points
Most key aspects were revised. Some aspects are still vague or contain minor inaccuracies.
2. Insufficient
5.2 points
Revision is incomplete. Many aspects are still incomplete, inaccurate, or unclear.
1. Unsatisfactory
0 points
Revision is omitted.
Criteria Description
Include the background of the clinical problem.
5. Target
8 points
The background of the clinical problem is thorough and accurate.
4. Acceptable
6.8 points
The background of the clinical problem is mostly detailed.
3. Approaching
6 points
The background of the clinical problem is present but lacks detail.
2. Insufficient
5.2 points
The background of the clinical problem is inaccurate or incomplete.
1. Unsatisfactory
0 points
The background of the clinical problem is missing.
Criteria Description
Include the clinical problem statement. (C4.2)
5. Target
8 points
The clinical problem statement is thorough and accurate.
4. Acceptable
6.8 points
The clinical problem statement is mostly detailed.
3. Approaching
6 points
The clinical problem statement is present but lacks detail.
2. Insufficient
5.2 points
The clinical problem statement is inaccurate or incomplete.
1. Unsatisfactory
0 points
The clinical problem statement is missing.
Criteria Description
Explain the purpose of the change proposal in relation to providing patient care in the changing health care system.
5. Target
8 points
An explanation of the purpose of the change proposal in relation to providing patient care in the changing health care system is thorough and accurate.
4. Acceptable
6.8 points
An explanation of the purpose of the change proposal in relation to providing patient care in the changing health care system is mostly detailed.
3. Approaching
6 points
An explanation of the purpose of the change proposal in relation to providing patient care in the changing health care system is present but lacks detail.
2. Insufficient
5.2 points
An explanation of the purpose of the change proposal in relation to providing patient care in the changing health care system is inaccurate or incomplete.
1. Unsatisfactory
0 points
An explanation of the purpose of the change proposal in relation to providing patient care in the changing health care system is missing.
Criteria Description
Provide the PICOT question and details.
5. Target
8 points
PICOT question is thorough and accurate.
4. Acceptable
6.8 points
PICOT question is mostly detailed.
3. Approaching
6 points
PICOT question is present but lacks detail.
2. Insufficient
5.2 points
PICOT question is inaccurate or incomplete.
1. Unsatisfactory
0 points
PICOT question is missing.
Criteria Description
Explain the literature search strategy employed in the student’s project.
5. Target
8 points
An explanation of the literature search strategy employed in the student’s project is thorough and accurate.
4. Acceptable
6.8 points
An explanation of the literature search strategy employed in the student’s project is mostly detailed.
3. Approaching
6 points
An explanation of the literature search strategy employed in the student’s project is present but lacks detail.
2. Insufficient
5.2 points
An explanation of the literature search strategy employed in the student’s project is inaccurate or incomplete.
1. Unsatisfactory
0 points
An explanation of the literature search strategy employed in the student’s project is missing.
Criteria Description
Synthesize the themes of the literature reviewed.
5. Target
8 points
A synthesis of themes of literature is thorough and accurate.
4. Acceptable
6.8 points
A synthesis of themes of literature is mostly detailed.
3. Approaching
6 points
A synthesis of themes of literature is present but lacks detail.
2. Insufficient
5.2 points
A synthesis of themes of literature is inaccurate or incomplete.
1. Unsatisfactory
0 points
A synthesis of themes of literature is missing.
Criteria Description
Describe the applicable change or nursing theory utilized in the student’s project. (C1.3)
5. Target
8 points
A description of the applicable change or nursing theory utilized in the student’s project is thorough and accurate.
4. Acceptable
6.8 points
A description of the applicable change or nursing theory utilized in the student’s project is mostly detailed.
3. Approaching
6 points
A description of the applicable change or nursing theory utilized in the student’s project is present but lacks detail.
2. Insufficient
5.2 points
A description of the applicable change or nursing theory utilized in the student’s project is inaccurate or incomplete.
1. Unsatisfactory
0 points
A description of the applicable change or nursing theory utilized in the student’s project is missing.
Criteria Description
Describe the proposed implementation plan with outcome measures.
5. Target
16 points
A description of the proposed implementation plan with outcome measures is thorough and accurate.
4. Acceptable
13.6 points
A description of the proposed implementation plan with outcome measures is mostly detailed.
3. Approaching
12 points
A description of the proposed implementation plan with outcome measures is present but lacks detail.
2. Insufficient
10.4 points
A description of the proposed implementation plan with outcome measures is inaccurate or incomplete.
1. Unsatisfactory
0 points
A description of the proposed implementation plan with outcome measures is missing.
Criteria Description
Outline plan for evaluating the proposed nursing intervention. (C2.5)
5. Target
16 points
An outline of the plan for evaluating the proposed nursing intervention is thorough and accurate.
4. Acceptable
13.6 points
An outline of the plan for evaluating the proposed nursing intervention is mostly detailed.
3. Approaching
12 points
An outline of the plan for evaluating the proposed nursing intervention is present but lacks detail.
2. Insufficient
10.4 points
An outline of the plan for evaluating the proposed nursing intervention is inaccurate or incomplete.
1. Unsatisfactory
0 points
An outline of the plan for evaluating the proposed nursing intervention is missing.
Criteria Description
Identify potential barriers to plan implementation, and discuss how these could be overcome.
5. Target
8 points
An identification of potential barriers to plan implementation and a discussion of how these could be overcome are thorough and accurate.
4. Acceptable
6.8 points
An identification of potential barriers to plan implementation and a discussion of how these could be overcome are mostly detailed.
3. Approaching
6 points
An identification of potential barriers to plan implementation and a discussion of how these could be overcome are present but lack detail.
2. Insufficient
5.2 points
An identification of potential barriers to plan implementation and a discussion of how these could be overcome are inaccurate or incomplete.
1. Unsatisfactory
0 points
An identification of potential barriers to plan implementation and a discussion of how these could be overcome are missing.
Criteria Description
Appendix
5. Target
8 points
Appendix is thorough and accurate.
4. Acceptable
6.8 points
Appendix is mostly detailed.
3. Approaching
6 points
Appendix is present but lacks detail.
2. Insufficient
5.2 points
Appendix is inaccurate or incomplete.
1. Unsatisfactory
0 points
Appendix is missing.
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
5. Target
11.2 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
4. Acceptable
9.52 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
3. Approaching
8.4 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
2. Insufficient
7.28 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
1. Unsatisfactory
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
5. Target
11.2 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
4. Acceptable
9.52 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
3. Approaching
8.4 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
2. Insufficient
7.28 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
1. Unsatisfactory
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
5. Target
9.6 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
4. Acceptable
8.16 points
Relevant evidence that includes other perspectives is used.
3. Approaching
7.2 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
2. Insufficient
6.24 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
1. Unsatisfactory
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
9.6 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
4. Acceptable
8.16 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
7.2 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
6.24 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Target
6.4 points
No errors in formatting or documentation are present.
4. Acceptable
5.44 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
4.8 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
4.16 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
Total160 points
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