GCU NUR646 Week 1 Assignment Pre-Practicum Preceptor, Faculty<\/p>\n
Week 1 Assignment<\/p>\n
Pre-Practicum Preceptor, Faculty, and Student Conferences<\/p>\n
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.<\/p>\n
Students and preceptors will attest to meeting by signing the \u201cPracticum Preceptor, Faculty, and Student conference\u201d form and submitting it to the instructor in LoudCloud during the first week of class for approval of the proposed experiences.<\/p>\n
Preceptor-Faculty-Student Conferences and Assessments<\/p>\n
Student Name______________________<\/p>\n
Course ___________________________<\/p>\n
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.<\/p>\n
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.<\/p>\n
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 project ( help with nursing paper writing from experts with MSN & DNP degrees)s that are to take place. Faculty will review submitted document and need to approve proposed project ( help with nursing paper writing from experts with MSN & DNP degrees)s at this time. Faculty will also send an introductory email to preceptor.<\/p>\n
For the Preceptor: By initialing below, I signify that I have received the following information from my student and\/or through preceptor orientation training:<\/p>\n
_____ Copy of or link to Graduate Field Experience Manual<\/p>\n
_____ Copy of the midterm\/final Assessment process and form<\/p>\n
_____ Copy of or link to the University Policy Handbook<\/p>\n
_____Typhon\/DMS Instructions<\/p>\n
_____ Faculty Contact Information<\/p>\n
Preceptor direct contact information:<\/p>\n
Name: ____________________________________________<\/p>\n
Email: ____________________________________________<\/p>\n
Phone: ___________________________________________<\/p>\n
Proposed Practicum Project (include what course objective\/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: _______________<\/p>\n
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\u2019s 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.<\/p>\n
Review progress towards meeting goals \/ objectives with rationales provided to student at mid-term conference.<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: _______________<\/p>\n
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 \u201cmeets expectations\u201d prior to progression. Faculty will provide final review and Assessment after conferring with preceptor.<\/p>\n
Review progress towards meeting goals \/ objectives with rationales provided to student at end of rotation.<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: _______________<\/p>\n
NUR646 Nursing Education Seminar 1<\/p>\n
Week 1 Assignment<\/p>\n
Pre-Practicum Preceptor, Faculty, and Student Conferences<\/p>\n
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.<\/p>\n
Students and preceptors will attest to meeting by signing the \u201cPracticum Preceptor, Faculty, and Student conference\u201d form and submitting it to the instructor in LoudCloud during the first week of class for approval of the proposed experiences.<\/p>\n
Preceptor-Faculty-Student Conferences and Assessments<\/p>\n
Student Name______________________<\/p>\n
Course ___________________________<\/p>\n
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.<\/p>\n
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.<\/p>\n
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 project ( help with nursing paper writing from experts with MSN & DNP degrees)s that are to take place. Faculty will review submitted document and need to approve proposed project ( help with nursing paper writing from experts with MSN & DNP degrees)s at this time. Faculty will also send an introductory email to preceptor.<\/p>\n
For the Preceptor: By initialing below, I signify that I have received the following information from my student and\/or through preceptor orientation training:<\/p>\n
_____ Copy of or link to Graduate Field Experience Manual<\/p>\n
_____ Copy of the midterm\/final Assessment process and form<\/p>\n
_____ Copy of or link to the University Policy Handbook<\/p>\n
_____Typhon\/DMS Instructions<\/p>\n
_____ Faculty Contact Information<\/p>\n
Preceptor direct contact information:<\/p>\n
Name: ____________________________________________<\/p>\n
Email: ____________________________________________<\/p>\n
Phone: ___________________________________________<\/p>\n
Proposed Practicum Project (include what course objective\/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: _______________<\/p>\n
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\u2019s 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.<\/p>\n
Review progress towards meeting goals \/ objectives with rationales provided to student at mid-term conference.<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: _______________<\/p>\n
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 \u201cmeets expectations\u201d prior to progression. Faculty will provide final review and Assessment after conferring with preceptor.<\/p>\n
Review progress towards meeting goals \/ objectives with rationales provided to student at end of rotation.<\/p>\n
Preceptor Signature: ________________________________________ Date: _______________<\/p>\n
Student Signature: ________________________________________ Date: _______________<\/p>\n
Faculty Signature: _________________________________________ Date: __<\/p>\n
——
\nGCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II
\nGCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II
\nGCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II<\/p>\n
GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.<\/p>\n
In this topic (sample nursing essay examples by the best nursing assignment writing service), students will continue to examine the research literature and utilize library resources to locate quality, peer-reviewed sources that support their chosen topic (sample nursing essay examples by the best nursing assignment writing service) 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 ( help with nursing paper writing from experts with MSN & DNP degrees) intervention. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.<\/p>\n
Objectives:<\/p>\n
Synthesize evidence-based research data to support the development of the capstone project ( help with nursing paper writing from experts with MSN & DNP degrees) change proposal.
\nIdentify a change or nursing theory to support the nursing intervention for the capstone project ( help with nursing paper writing from experts with MSN & DNP degrees) change proposal.
\nWrite measurable outcomes for the evidence-based nursing practice intervention used in the capstone project ( help with nursing paper writing from experts with MSN & DNP degrees) change proposal.
\nIntegrate reflective practice into the practicum reflective journal.
\nDemonstrate interprofessional collaboration during the creation of the capstone project ( help with nursing paper writing from experts with MSN & DNP degrees) change proposal.
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\nTasks \u2013 GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
\nLiterature Assessment Table
\nIn 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\u2019s ability to further develop and synthesize the assignments that constitute the components of the capstone project ( help with nursing paper writing from experts with MSN & DNP degrees).<\/p>\n
The assignment will be used to develop a written implementation plan.<\/p>\n
For this assignment, provide a synopsis of the review of the research literature. Using the \u201cLiterature Assessment Table,\u201d 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 ( help with nursing paper writing from experts with MSN & DNP degrees).<\/p>\n
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.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are not required to submit this assignment to LopesWrite.<\/p>\n
Topic 4 Rubric: Literature Assessment Table
\nCourse Code\tClass Code\tAssignment Title\tTotal Points
\nNRS-493\tNRS-493-O502\tLiterature Assessment Table\t50.0
\nCriteria\tPercentage\t1: Unsatisfactory (0.00%)\t2: Less Than Satisfactory (75.00%)\t3: Satisfactory (79.00%)\t4: Good (89.00%)\t5: Excellent (100.00%)\tComments\tPoints Earned
\nContent\t100.0%
\nAuthor, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article\t5.0%\tAuthor, journal (peer-reviewed), and permalink or working link to access article section is not included.\tAuthor, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.\tAuthor, journal (peer-reviewed), and permalink or working link to access article section is present.\tAuthor, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.\tAuthor, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.
\nArticle Title and Year Published\t5.0%\tArticle title and year published section is not included.\tArticle title and year published section is present, but it lacks detail or is incomplete.\tArticle title and year published section is present.\tArticle title and year published section is clearly provided and well developed.\tArticle title and year published section is comprehensive and thoroughly developed with supporting details.
\nResearch Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study\t10.0%\tResearch questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.\tResearch questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.\tResearch questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.\tResearch questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.\tResearch questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.
\nDesign (Type of Quantitative, or Type of Qualitative)\t5.0%\tDesign (type of quantitative, or type of qualitative) section is not included.\tDesign (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.\tDesign (type of quantitative, or type of qualitative) section is present.\tDesign (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.\tDesign (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.
\nSetting or Sample\t5.0%\tSetting or sample section is not included.\tSetting or sample section is present, but it lacks detail or is incomplete.\tSetting or sample section is present.\tSetting or sample section is clearly provided and well developed.\tSetting or sample section is comprehensive and thoroughly developed with supporting details.
\nMethods: Intervention or Instruments\t5.0%\tMethods: Intervention or Instruments section is not included.\tMethods: Intervention or Instruments section is present, but it lacks detail or is incomplete.\tMethods: Intervention or Instruments section is present.\tMethods: Intervention or Instruments section is clearly provided and well developed.\tMethods: Intervention or Instruments section is comprehensive and thoroughly developed with supporting details.
\nAnalysis\t10.0%\tAnalysis section is not included.\tAnalysis section is present, but it lacks detail or is incomplete.\tAnalysis section is present.\tAnalysis section is clearly provided and well developed.\tAnalysis section is comprehensive and thoroughly developed with supporting details.
\nKey Findings\t10.0%\tKey findings section is not included.\tKey findings section is present, but it lacks detail or is incomplete.\tKey findings section is present.\tKey findings section is clearly provided and well developed.\tKey findings section is comprehensive and thoroughly developed with supporting details.
\nRecommendations\t10.0%\tRecommendations section is not included.\tRecommendations section is present, but it lacks detail or is incomplete.\tRecommendations section is present.\tRecommendations section is clearly provided and well developed.\tRecommendations section is comprehensive and thoroughly developed with supporting details.
\nExplanation of How the Article Supports EBP or Capstone\t10.0%\tExplanation of how the article supports EBP or capstone section is not included.\tExplanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.\tExplanation of how the article supports EBP or capstone section is provided.\tExplanation of how the article supports EBP or capstone section is clearly provided and well developed.\tExplanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.
\nPresentation\t10.0%\tThe piece is not neat or organized, and it does not include all required elements.\tThe work is not neat and includes minor flaws or omissions of required elements.\tThe overall appearance is general, and major elements are missing.\tThe overall appearance is generally neat, with a few minor flaws or missing elements.\tThe work is well presented and includes all required elements. The overall appearance is neat and professional.
\nMechanics of Writing (includes spelling, punctuation, grammar, and language use)\t10.0%\tSurface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.\tFrequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.\tSome 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.\tProse 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.\tThe writer is clearly in command of standard, written, academic English.
\nDocumentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style\t5.0%\tSources are not documented. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.\tDocumentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.\tSources are documented, as appropriate to assignment and style, although some formatting errors may be present.\tSources are documented, as appropriate to assignment and style, and format is mostly correct.\tSources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
\nTotal Weightage\t100%
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\nCapstone Change Project Outcomes
\nAfter working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project ( help with nursing paper writing from experts with MSN & DNP degrees) intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.<\/p>\n
The assignment will be used to develop a written implementation plan.<\/p>\n
APA style is not required, but solid academic writing is expected.<\/p>\n
You are not required to submit this assignment to LopesWrite.<\/p>\n
Professional Capstone and Practicum Reflective Journal \u2013 GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
\nStudents 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.<\/p>\n
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).<\/p>\n
In each week\u2019s 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.<\/p>\n
New practice approaches
\nInterprofessional collaboration
\nHealth care delivery and clinical systems
\nEthical considerations in health care
\nPractices of culturally sensitive care
\nEnsuring the integrity of human dignity in the care of all patients
\nPopulation health concerns
\nThe role of technology in improving health care outcomes
\nHealth policy
\nLeadership and economic models
\nHealth disparities
\nWhile 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.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are not required to submit this assignment to LopesWrite. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.<\/p>\n
NRS-493 Professional Capstone and Practicum Reflective Journal Rubric
\nCourse Code\tClass Code\tAssignment Title\tTotal Points
\nNRS-493\tNRS-493-O502\tProfessional Capstone and Practicum Reflective Journal\t0.01
\nCriteria\tPercentage\t1: Unsatisfactory (0.00%)\t2: Less Than Satisfactory (75.00%)\t3: Satisfactory (79.00%)\t4: Good (89.00%)\t5: Excellent (100.00%)\tComments\tPoints Earned
\nGroup 1\t100.0%
\nNew Practice Approaches\t8.0%\tNew practice approaches are not present.\tNew practice approaches are present, but they are incomplete or otherwise lacking in required detail.\tNew practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.\tNew practice approaches are present and complete. The submission provides the basic information required.\tNew practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.
\nInterprofessional Collaboration (C4.3)\t8.0%\tInterprofessional collaboration information is not present.\tInterprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.\tInterprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tInterprofessional collaboration information is present and complete. The submission provides the basic information required.\tInterprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nHealth Care Delivery and Clinical Systems\t8.0%\tHealth care delivery and clinical systems information is not present.\tHealth care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.\tHealth care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tHealth care delivery and clinical systems information is present and complete. The submission provides the basic information required.\tHealth care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nEthical Considerations In Health Care (C2.3)\t8.0%\tInformation regarding ethical considerations in health care is not present.\tInformation regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.\tInformation regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tInformation regarding ethical considerations in health care is present and complete. The submission provides the basic information required.\tInformation regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nPractice of Culturally Sensitive Care (C5.3)\t8.0%\tInformation regarding the practice of culturally sensitive care is not present.\tInformation regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.\tInformation regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tInformation regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.\tInformation regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nPreservation of Integrity of Human Dignity in the Care of All Patients (C5.4)\t8.0%\tInformation regarding the preservation of integrity and human dignity in the care of all patients is not present.\tInformation 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.\tInformation 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.\tInformation 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.\tInformation 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.
\nPopulation Health Concerns\t8.0%\tInformation regarding population health concerns is not present.\tInformation regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.\tInformation regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tInformation regarding population health concerns is present and complete. The submission provides the basic information required.\tInformation regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nRole of Technology in Improving Health Care Outcomes (C4.1)\t8.0%\tInformation on the role of technology in improving health care outcomes is not present.\tInformation on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.\tInformation 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.\tInformation on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.\tInformation 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.
\nHealth Policy\t8.0%\tHealth policy information is not present. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.\tHealth policy information is present, but it is incomplete or otherwise lacking in required detail.\tHealth policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tHealth policy information is present and complete. The submission provides the basic information required.\tHealth policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nLeadership and Economic Models\t8.0%\tInformation on leadership and economic models is not present.\tInformation on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.\tInformation on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.\tInformation on leadership and economic models is present and complete. The submission provides the basic information required.\tInformation on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nHealth Disparities\t8.0%\tInformation on health disparities is not present.\tInformation on health disparities is present, but it is incomplete or otherwise lacking in required detail.\tInformation on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.\tInformation on health disparities is present and complete. The submission provides the basic information required.\tInformation on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
\nOutline of Overall Personal Discovery\t8.0%\tOutline 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.\tOutline 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.\tOutline 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.\tOutline 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.\tOutline 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.
\nMechanics of Writing (includes spelling, punctuation, grammar, language use)\t4.0%\tSurface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.\tFrequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.\tSome mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.\tProse is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.\tWriter is clearly in command of standard, written, academic English. GCU NRS-493 Topic 4 Development of Evidence-Based Practice Change Proposal II.
\nTotal Weightage\t100%
\nLopes Activity Tracker
\nDocument 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.<\/p>\n
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.<\/p>\n
This report is to be submitted in every topic (sample nursing essay examples by the best nursing assignment writing service).<\/p>\n
Topic 4 DQ 1
\nWhy 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 ( help with nursing paper writing from experts with MSN & DNP degrees).<\/p>\n
Topic 4 DQ 2
\nCompare 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?<\/p>\n","protected":false},"excerpt":{"rendered":"
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\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8797,8792,8791,8795,8796,8798,8785,8800,8786,8784,8788,8794,8793,8789,8799,8790,8787],"tags":[7555,7554,7550,7553,7551,7558,7556,7552,7557,7324],"class_list":["post-92892","post","type-post","status-publish","format-standard","hentry","category-assignment-helper","category-assignment-writers","category-assignment-writing-services-near-me","category-best-assignment-writing-service","category-engineering-assignment-writing-service","category-essay-writing-help-free-essay-writer","category-homework-help-free","category-homework-help-global-tiktok-guy","category-homework-help-online","category-homework-help-websites","category-homework-solver","category-homework-writer-free","category-homework-writer-online","category-homework-writing-jobs","category-homework-writing-machine","category-homework-writing-services-online","category-top-homework-helper","tag-assignment-writer","tag-assignment-writing-service-uk-essays","tag-assignment-writing-service-uk-with-20-off-assignment-help","tag-cheap-assignment-writing-service-uk","tag-cheap-uk-assignment-writing-services","tag-custom-assignment-writing-and-proofreading-service","tag-online-assignment-help-uk","tag-uk-assignment-geek","tag-uks-1-experts-proofreaders-hire-our-thesis-advisors","tag-university-assignment-help"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/92892","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=92892"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/92892\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=92892"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=92892"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=92892"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}