DQ2Patrick QueisneOne of the greatest barriers that the orga

DQ2
Patrick Queisne
One of the greatest barriers that the organization I am at for my
practicum has with implementation of evidence-based practice
(EBP) is education. Historically, the use of would tactics such
as mentorship, online learning modules, in person skills days,
and lectures. However, the COVID-19 pandemic forced
facilities shift in person educational avenues with an attempt to
adapt by using technology. Live streaming videos rapidly
became the go to replacement for the in-person class. This was
the same approach that was taken by nursing programs across
the country to replace clinical time for nursing students. Now
there are new graduate nurses entering facilities with little, if
any, in person clinical time.
Staff has now realized the opportunity to have flexibility for
training as there is no commute time associated with attending
virtual sessions. However, as the facility seeks to return to the
new normal, in person classes are not well received. The intent
of continuing education is to help keep nurses informed of the
latest EBP (Fletcher, 2016). Now faced with a lack of staff
engagement related to long working and staffing shortages
leaves the empty classrooms for in-person education. From an
educational standpoint, the first part of developing a plan to
determine how individuals in the organization want the
information delivered. This involves having open lines of
communication between educators for the facility and the staff
receiving the education.
References
Fletcher, S. (2016). Nurse education specialist utilizing career
coaching to encourage lifelong learning. Journal of Nursing
Education and Practice, 6(6), 71-74. doi: 10.5430/jnep.v6n6p71

Assignment Task 2
Respond to one of your colleague’s posts in 125 words response
and explain how you might see the implications differently.
Colleague Response
Romel Jimera
Top of Form
For this week's discussion on the relationship between data
variability, sample size, and confidence level, I chose the "Size
of the Place in 1000s" as my quantifiable variable, utilizing the
General Social Survey dataset. The mean Age from that dataset
is 49.01. To better appreciate the tradeoff between lowering the
risk of our confidence in estimations and increasing precision, I
entered a random sample size of 100 and 400 with 90 and 95
percent confidence levels, using IBM SPSS Statistics software.
Table 1
In Table 1, the left table shows a random sample of 100, a mean
of 324.90, and a standard error of 121.911. Using a 95%
confidence interval (CI), the estimation was only 5% off
(Frankfort-Nachmias et al., 2021). Meaning we are 95%
confident that the actual average size of the place in 1000s is
not less than 83 and not more than 566.8. However, with a 90%
confidence level in the right table, all the values remain the
same except for the CI (122.48, 527.32). Although the CI width
is shorter than the previous one, there is more precision, but the
chance of error has increased to 10%. Can we lower the error
probability by expanding the sample size to 400?
Table 2
In Table 2, the left table displays a random sample of 400,
which has a lower standard error of 48.931 than a smaller

sample of 100. In a 95% CI, the width has become narrower,
and the values of the lower and upper bounds (187.58, 379.96)
are more proximate to the mean (283.77). By increasing the
sample size, researchers can enhance the precision of their
estimates by decreasing the CI width (Frankfort-Nachmias et
al., 2021). Consequently, the sample size and the confidence
interval width are inversely related. On the other hand, the right
table shows the same outcome as the left table, but with a lower
bound of 203.10 and an upper bound of 364.44, based on a 90%
CI. Hence, the CI becomes more precise when decreasing the
confidence level from 95% to 90%.
Confidence intervals are underutilized because they can lead to
unjustified or arbitrary inferences (Morey et al., 2016),
resulting in conclusions without sufficient evidence then
requiring a larger sample size. However, they can be an
efficient approach for statistical inference (Sim & Reid, 1999).
For instance, on November 18, 2020, Pfizer summarized its
Phase 3 study of the COVID-19 vaccine, resulting in a 95%
probability of the vaccine efficacy rate between 90.3% and
97.6% (Wang, 2021). After the vaccine was made accessible to
the public, the pooled efficacy of the vaccination in preventing
mortality from COVID-19 was 96.1% (95% CI: 91.5–98.2%)
(CDC, 2021). These studies provide a grounded illustration of
the critical nature of CI.
While increasing the confidence level to minimize the error
probability, the estimate becomes less exact. Increasing the
precision of an estimate demands a larger sample size, which
might be challenging. It is crucial to recognize the
tradeoff relationships when deciding whether we want more
accuracy, a lower error probability, or a higher confidence
level. Unfortunately, we cannot have them all, and this is the
caveat.
References
CDC. (2021). Grading of recommendations, assessment,
development, and evaluation (GRADE): Pfizer-
BioNTech COVID-19

vaccine. https://www.cdc.gov/vaccines/acip/recs/grade/covid-
19-pfizer-biontech
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G.
(2021). Social statistics for a diverse society (9th ed.). Sage.
Morey, R. D., Hoekstra, R., Rouder, J. N., Lee, M. D., &
Wagenmakers, E. J. (2016). The fallacy of placing confidence in
confidence intervals. Psychonomic bulletin & review, 23(1),
103-123. https://doi.org/10.3758/s13423-015-0947-8
Sim, J., & Reid, N. (1999). Statistical inference by confidence
intervals: Issues of interpretation and utilization. Physical
Therapy, 79(2). 186-195. https://doi.org/10.1093/ptj/79.2.186
Wang, F. (2021). Confidence intervals of COVID-19 vaccine
efficacy rates. Numeracy: Advancing Education in Quantitative
Literacy, 14(2), 1-19. https://doi.org/10.5038/1936-
4660.14.2.1390
Bottom of Form
Week 4: Discussion
Probability, Sampling Distributions, and Confidence
IntervalsLearning ResourcesRequired Readings
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G.
(2020). Social statistics for a diverse society (9th ed.).
Thousand Oaks, CA: Sage Publications.
· Chapter 5, “The Normal Distribution” (pp. 151-177)
· Chapter 6, “Sampling and Sampling Distributions” (pp. 179-
209)
· Chapter 7, “Estimation” (pp. 211-240)
Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for
research methods and social science statistics (7th ed.).
Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Selecting and Sampling Cases”
· Chapter 5, “Charts and Graphs”
· Chapter 11, “Editing Output”
Magnusson, K. (n.d.). Welcome to Kristoffer Magnusson’s blog

about R, Statistics, Psychology, Open Science, Data
Visualization [blog]. Retrieved from
http://rpsychologist.com/index.html
As you review this web blog, select the Interpreting Confidence
Intervals – new d3.js visualization link, once you select the
link, follow the instructions to view the interactive for
confidence intervals. This interactive will help you to visualize
and understand confidence intervals.
Note: This is Kristoffer Magnusson’s personal blog and his
views may not necessarily reflect the views of Walden
University faculty.
Walden University Library. (n.d.). Course Guide and
Assignment Help for RSCH 8210. Retrieved from
http://academicguides.waldenu.edu/rsch8210
For help with this week’s research, see this Course Guide and
related weekly assignment resources.
Datasets
Your instructor will post the datasets for the course in the Doc
Sharing section and in an Announcement. Your instructor may
also recommend using a different dataset from the ones
provided here.Optional Resources
Rice University, University of Houston Clear Lake, and Tufts
University. (n.d.). Online Statistics Education: An Interactive
Multimedia Course of Study. Retrieved from
http://onlinestatbook.com/2/estimation/ci_sim.html
Use this website for your practice as you consider confidence
intervals and how the width changes. Also, consider why the
width might be important.
Skill Builders:
· Confidence Intervals

· Sampling Distributions
To access these Skill Builders, navigate back to your
Blackboard Course Home page, and locate “Skill Builders” in
the left navigation pane. From there, click on the relevant Skill
Builder link for this week.
You are encouraged to click through these and all Skill Builders
to gain additional practice with these concepts. Doing so will
bolster your knowledge of the concepts you’re learning this
week and throughout the course.Discussion: The Importance of
Relationships
As its name implies, confidence intervals provide a range of
values, along with a level of confidence, to serve as an estimate
of some unknown population value. Since it is rare to have
access to the entire population, you must frequently rely on the
confidence interval of the sample to make some inference about
the population of interest. Before making accurate inferences to
the population, we need to fully understand how the three key
components of the interval—variability in the data, sample size,
and confidence level—impact the width of the interval.
For this Discussion, you will explore the relationship between
these components and understand the trade-off between
reducing risk in our confidence of estimates and increasing
precision.
To prepare for this Discussion:
· Review Chapters 6 and 7 of the Frankfort-Nachmias & Leon-
Guerrero text and in Chapter 7, p. 188, consider Hispanic
migration and earnings and focus on how different levels of
confidence and sample size work together.
· Review Magnusson’s web blog found in the Learning
Resources to further your visualization and understanding of
confidence intervals.
· Use the Course Guide and Assignment Help found in this
week’s Learning Resources to search for a quantitative article
related to confidence intervals.
· Using the SPSS software, General Social Survey dataset and

choose a quantitative variable that interests you.Assignment
Task Part 1:
Using SPSS:
1. Take a random sample of 100.
2. Calculate the 95% confidence interval for the variable.
3. Calculate a 90% confidence interval.
4. Take another random sample of 400.
5. Calculate the 95% confidence interval for the variable.
6. Calculate a 90% confidence interval.
Post your results, the mean of Age to verify the dataset you
used, and an explanation of how different levels of confidence
and sample size affect the width of the confidence interval.
Next, consider the statement, “Confidence intervals are
underutilized” and explain what the implications might be of
using or not using confidence intervals. Provide examples based
on the results of your data. Also, use your research to support
your findings.
Be sure to support your Main Post and Response Post with
reference to the week’s Learning Resources and other scholarly
evidence in APA Style.Assignment Task Part 2:
Respond to one of your colleague’s posts in 125 words and
explain how you might see the implications differently.
Be sure to citate appropriate references.
DQ1
Sierra Cossano
A clinical problem my organization is facing is fragmentation
communication on several levels. These lapse in communication
are leading to negative patient outcomes and some examples are
missed organ donor referrals, hospital acquired infections and
skin injuries, and increased risk of patient harm. In fact, it is
not one single clinical problem that exists in excess, but a small
number of multiple different problems. My preceptor and I kept
coming to the same conclusion at the end of different
debriefings that communication is key to closing these gaps.

70% of medical errors can be drawn back to communication
(Itamaro et al., 2016). Although communication can be
complex, multifaceted, and is perceived differently person to
person there is a lot of research to support communication
techniques in healthcare. This also means that there has to be
different approaches to communicating the desired message so
that it is passed accurately. For example, a clinical problem
occurring in this organization is that there are a high number of
central line infections. When conducting a root cause analysis,
it was determined that the lack of plan for removal of the line
played a role in the continuation of the line. This facility often
has temporary doctors covering random shifts in the ICU.
Therefore, the nurses operating as staff RN’s (about ½ the unit
is travelers and ½ full time nurses) are the one consistency.
Where lack of consistency exists, strong communication must
be present. There is recognition and support from administration
to hold some accountability on the physician part. However,
nurses must feel accountable for their own care also. Raising
awareness of these situations and keeping the mindset of
reducing patient harm and improving outcomes can drive nurses
to advocate for those complication-preventing interventions;
like having a plan to remove a no longer needed central line.
Two implications for nursing are the adoption and
implementation of bedside reports in some capacity. Due to the
various methods of RN-RN handoff done at this facility,
introducing a standardized handoff is something the
administration wants. The current culture is to sit outside a
patient room to do a report and a beside assessment is only
required for specific patients. Creating a guide to hand-off
ensures that staff are talking about all the important aspects of
care amidst the chaos of working in the ICU. Itamaro et al.
(2016) researched experienced NICU nurses (average 10.5 yrs),
from various shifts who implemented a bedside report found
that nurses developed attitudes of improved patient safety,
while increasing patient satisfaction, and creating a more
complete view of the patient at handoff. There also is

acknowledgement that a partially written report with a visual
component is common. I would like to use my project to
promote this safety culture within the ICU. It is important that
the nurses maintain their autonomy to conduct report how
they’re comfortable. However, when important details are
missed, there must be intervention to prevent that going
forward.
A second implication for nursing is the collaboration of charge
nurses in the role of reducing patient harm. Charge nurses have
the unique ability to use the details to see the larger picture of
the patient, the unit, and the hospital. One topic of discussion
has been creating a toolkit for charge nurses to track the number
of central lines and foley catheters and have the night shift
discuss a plan for removal to be reported in the morning huddle.
This way, all nurses are being reminded of the importance of
daily needs assessment of invasive lines. After talking with
some staff, there are attitudes that the doctors need to assume
more responsibility to monitor these lines. This is another
implication for nursing to collaborate on a higher level.
Itamaro Gonçalves, M., Kuerten Rocha, P., Anders, J. C.,
Miyuki Kusahara, D., & Tomazoni, A. (2016). Communication
and Patient Safety in the Change-Of-Shift Nursing Report in
Neonatal Intensive Care Units. Texto & Contexto
Enfermagem, 25(1), 1–8. https://doi-
org.lopes.idm.oclc.org/10.1590/0104-07072016002310014
DQ1
Neoma Rice
Last week and so far, this week into my practicum, I have found
that multiple sclerosis is a common neurologic disorder. There
is approximately 400,000 individuals in the United States with

MS and everyday that number is growing Zwibel & Smrtka,
2011). With that, I have found out that no matter what an
individual is on for their treatment, compliance seems to be a
common denominator. Whether patients are on oral treatment or
intravenous, they miss doses that can result in relapses. My
preceptor has even found that some patients don't even keep up
with their regular check-ups, which can be beneficial for
medication refills, annual testing, and reassessments of their
disease. Nurses can help with compliance is many of ways,
especially with educating our patients on the importance of all
of those things. Nurses can also help by ensuring that patients
are getting the medications they need when they need it and
how they need it, if not they can alert their provider. My
preceptor who is a nurse practitioner had a patient that keeps
missing his infusions, so due to the risk of having a relapse she
is working on changing the patient to an oral medication or self-
administered injectables medication.
Zwibel, H. L., & Smrtka, J. (2011). Improving quality of life in
multiple sclerosis: an unmet need. The American journal of
managed care, 17 Suppl 5 Improving, S139–S145.
DQ1
Kayla Machingo
In my first week of my practicum, I quickly realized that
one of the biggest clinical problems is lack of mobility in our
post-operative patients. Many of these patients are not
ambulating till post op day two or three. In the past, this used to
be acceptable practice, especially with new hardware patients.
However, evidence-based practices are showing that

mobilization is key to fewer complications. In fact, bedrest
orders in post operative patients have led to respiratory and
cardiac complications including increasing weakness and
muscle wasting (Jakobsen et al., 2021). Early mobilization
includes using incentive spirometers, dangling at the edge of
bed, sitting up in a chair and walking. A recent study on cancer
patients revealed that less than 50% of the participants were
ambulating by post operative day one (Jakobsen et al., 2021).
This is unacceptable and is leading to longer hospital stays and
even early readmissions. Nurses can make a big change with
these statistics. In my practicum, I will be challenging nurses on
the surgical floor to be ambulating each one of their post
operative patients on day zero. Interventions that can aid in this
are going to be the administration of pain medication prior to
ambulation, utilizing the nursing assistances as an extra set of
hands, and educating patients on the evidence-based practices.
My hopes are that these early interventions are going to limit
the presence of DVTs, pneumonia, and pressure ulcers. The
bigger goal is that these patients will be feeling their best selves
and have the resources to get back to their baseline!
Reference
Jakobsen, D. H., Høgdall, C., & Seibæk, L. (2021).
Postoperative mobilisation as an indicator for the quality of
surgical nursing care. British Journal of Nursing, 30(4), S4–
S15. https://doi-
org.lopes.idm.oclc.org/10.12968/bjon.2021.30.4.S4
DQ2
Panna Panchal
The delivery of high-quality and consistent services is a big
challenge in today's health care system. Evidence-based practice
(EBP), a problem-solving approach to patient care based on the
best available and valid evidence, leads to enhanced quality of

care, reduced costs, and the individual and professional
development of nurses and other health workers (Khammarnia et
al., 2015).EBP established on international standards improves
the quality of clinical practice. EBP has been endorsed as a way
for customers to receive the best level of healthcare.
The issue I have seen over the years is quality training for
nurses, Lack of funds (Even when corporate profits are sky-
high), time, necessary tools, and workforce. Induvial issues are
a person's background such as age, educational level, job
experience, and employment status were considerably
associated with barriers to implementation of EBP. The biggest
issue is exemplary leadership. Both human and organizational
factors are associated with barriers to the use of EBP, including
Lack of time to read literature, heavy workload, Lack of staff
experienced in EBP, and Lack of resources (Khammarnia et al.,
2015).
The three individual barriers most often encountered are Lack
of time to read literature, Lack of ability to work with
computers, and insufficient proficiency in the English language
(Khammarnia et al., 2015). I firmly believe the first step is that
proper education and mandatory training make a big difference.
Breaking a habit and rigid mindset must be done with the right
tool. Therefore, higher education such as BSN is encouraged by
every organization. Organizations must provide total tuition
fees for all healthcare workers and a flexible schedule to help
them finish education on time to decrease stress levels. I like to
give an example, that the time of the COVID pandemic nurses
who pursuing school got denied tuition reimbursement, and at
the same time, the company made a profit. Many nurses struggle
to pay .one other thing that organizations should stop assuming
is that each nurse knows how to work with computers because
basic technical skills are necessary for all nurses.
Administration support is the single vital factor of success to
the first step in addressing and resolving this issue. If
organizations and staff work to gather to learn and innovate new
technic for the adoption of EBP will bring a better outcome for

themselves and their customers.
Reference.
Khammarnia, M., Haj Mohammadi, M., Amani, Z., Rezaeian, S.,
& Setoodehzadeh, F. (2015). Barriers to implementation of
evidence-based practice in Zahedan teaching hospitals, Iran,
2014. Nursing research and practice, 2015, 357140.
https://doi.org/10.1155/2015/357140
DQ2
Melissa Ball
“For decades, evidence-based practice (EBP) has been an
aspiration for health service providers” (Mathieson et al.,
2019). In my opinion, I would say the biggest problem on my
unit in implementing evidence-based practice in nursing is
education. On the med-surg unit I work on I would say we have
a lot of new graduate nurses with not a lot of experience, and
during the pandemic, we switched from a med-surg unit to a
COVID which was stressful. In their own opinions, they stated
they don’t have the extra time to research the information on
evidence-based practices that this job is already stressful and
demanding enough. There is a worldwide concurrence that
evidence-based practice can increase the healthcare goal
outcomes but are not always transitioned into the healthcare
delivery system (Mathieson et al., 2019). And with the current
pandemic and not a lot of research has been done and not a lot
is known about COVID. I know my organization tried to help
with the issues during the pandemic by offering incentives,
snacks, offering extra educational sessions, and even providing
us with high industrial massaging chairs, hiring a lot of travel
nurses to help us. But I would say the first step in making a
change and addressing the issues at hand would be to listen to
your bedside nursing staff they are the ones having the most
hands-on with these patients.
Reference:

Mathieson, A., Grande, G., & Luker, K. (2019). Strategies,
facilitators and barriers to implementation of evidence-based
practice in community nursing: a systematic mixed-studies
review and qualitative synthesis. Primary health care research &
development, 20,
e6. https://doi.org/10.1017/S1463423618000488
DQ2
Melissa Ball
“For decades, evidence-based practice (EBP) has been an
aspiration for health service providers” (Mathieson et al.,
2019). In my opinion, I would say the biggest problem on my
unit in implementing evidence-based practice in nursing is
education. On the med-surg unit I work on I would say we have
a lot of new graduate nurses with not a lot of experience, and
during the pandemic, we switched from a med-surg unit to a
COVID which was stressful. In their own opinions, they stated
they don’t have the extra time to research the information on
evidence-based practices that this job is already stressful and
demanding enough. There is a worldwide concurrence that
evidence-based practice can increase the healthcare goal
outcomes but are not always transitioned into the healthcare
delivery system (Mathieson et al., 2019). And with the current
pandemic and not a lot of research has been done and not a lot
is known about COVID. I know my organization tried to help
with the issues during the pandemic by offering incentives,
snacks, offering extra educational sessions, and even providing
us with high industrial massaging chairs, hiring a lot of travel
nurses to help us. But I would say the first step in making a
change and addressing the issues at hand would be to listen to
your bedside nursing staff they are the ones having the most
hands-on with these patients.
Reference:
Mathieson, A., Grande, G., & Luker, K. (2019). Strategies,

facilitators and barriers to implementation of evidence-based
practice in community nursing: a systematic mixed-studies
review and qualitative synthesis. Primary health care research &
development, 20,
e6. https://doi.org/10.1017/S1463423618000488
Submission Ide: 8873e36e-1f80-4560-bc16-ba7b58c58da5
42% SIMILARITY SCORE 6 CITATION ITEMS 10
GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 0%
Institution 42%
Makoya Suomie
Capstone Project Topic Selection and Approval
Summary
1

2
Community Education
Problem Description
Diabetes is a serious health condition affecting many people in
the United States.
Community Education
Student's Name
Grand Canyon university
NRS-493-0505
DR. Vernon Thacker
02/21/22
Diabetes involves a metabolic disorder that happens because of
elevated levels of bloodstream
glucose. Type 2 is the most common diabetes type and happens
when the human body becomes
resistant to insulin or when the body does not generate adequate
insulin (Rooney et al., 2021).
Without interventions for lifestyle changes, including the
community teaching on the topic to

reverse the condition, patients are at risk of developing more
chronic health complications.
Community teaching programs to improve the population’s
understanding of the need for healthy
diets, regular body exercise, and maintaining a healthy weight
can assist in bringing to normal
the levels of blood sugar (Echouffo-Tcheugui & Selvin, 2021).
When poorly controlled, diabetes
mellitus results in severe consequences, leading to a broad rage
body tissue and organs damaged,
including kidney, heart, nerves, and eyes. According to
Moonesinghe et al. (2018), diabetes risk
factors include overweight, large waist size, unhealthy diets, 45
years and above, inactivity,
ethnicity and gestational diabetes, smoking, and obstructive
sleep apnea.
Context
Diabetes is very prevalent in the United States, with
37.3 million Americans suffering
from the condition. However, 8.5 million people in the country
are unaware that they have
diabetes (Zhu et al., 2019). This demonstrates that 14.7% of the
US population is diabetic. The
prevalence of diabetes increases with age: 29.2% of people aged

65 years and above are diabetic.
18.9% of American aged between 45 and 64 years have
diabetes, while 4.8% of those aged
between 18 and 44 suffer from the condition too. About 15.4%
of male adults have prediabetes,
3
while 14.1% are women. According to Zhu et al. (2019),
diabetes shows disparity along ethnic
and racial lines, with the disease being more prevalent among
the Black non-Hispanic group with
a prevalence of 17.4%, followed by Asian non-Hispanic,
Hispanic with 15.5%, and then the
Whites non-Hispanic ethnic group with 13.6% prevalence.
Impact of Diabetes
Diabetes has both health and psychological effects on
the patient. The patients are at
higher risk of stroke, heart disorder, and cancer. The condition
can lead to psychological distress,
including signs and symptoms of depression, apathy, anxiety,
and insomnia. Diabetes patients
experience hyperglycemia, which can impair pancreatic beta-
cell function and contribute to
impaired secretion of insulin. As a result, there is a vicious

hyperglycemia cycle contributing to
an impaired state of metabolism. Chronic hyperglycemia leads
to nonenzymatic glycation of
lipids and proteins. Glycation damages the kidney, peripheral
nerves, and retina (Lim et al.,
2021). This damage causes the classic diabetic complications of
nephropathy, diabetic
retinopathy, preventable outcomes of dialysis, blindness, and
amputation.
Significance of the Problem
Despite the high prevalence of diabetes in the United
States, 8.5 million of the patients are
unaware that they live with the condition. Early diagnosis and
increasing awareness are
important measures to address this health problem. Reversing
diabetes is central to preventing

zymatic
associated health conditions and deaths. Diabetes prevalence is
expected to increase if effective
interventions are not implemented. Technological advancement
has changed the lifestyle of
many people, especially young people. In the past, most
recreational activities involved outdoor
games, but today, the technology has to lead to films and video
games, which makes people
4
remain indoors with minimal physical activity, causing
overweights, a risk factor for diabetes
(Sallar & Dagogo-Jack, 2020). The problems open more areas
for further research, especially on
what causes the problem. Identifying appropriate interventions
to prevent the problem is critical
to the healthcare system.

Proposed
Solution
Increasing focus on community education on diabetes is
an evidence-based intervention
for preventing and reversing diabetes. Health educational
intervention encouraging diabetic
patients to eat healthy diets, engage in regular physical activity,
lose excess weight, and avoid
smoking will help reverse the condition and prevent the
associated chronic complications and
deaths. The community teaching plan can educate prediabetic
patients on the best way to keep
their cholesterol and blood pressure under control (Sallar &
Dagogo-Jack, 2020). Diabetes is

prevalent in the US; therefore, the community teaching
intervention will help medical
professionals improve awareness of the condition and encourage
the community to adopt healthy
lifestyles and diets, therefore preventing type II diabetes, which
is among the leading causes of
death in the US.
5
References
Echouffo-Tcheugui, J. B., & Selvin, E. (2021). Prediabetes and
what it means: the
epidemiological evidence. Annual Review of Public Health, 42,
59-77.
Moonesinghe, R., Beckles, G. L., Liu, T., & Khoury, M. J.
(2018). The contribution of family
history to the burden of diagnosed diabetes, undiagnosed

diabetes, and prediabetes in the
United States: analysis of the National Health and Nutrition
Examination Survey, 2009–
2014. Genetics In Medicine, 20(10), 1159-1166.
Rooney, M. R., Rawlings, A. M., Pankow, J. S., Tcheugui, J. B.
E., Coresh, J., Sharrett, A. R., &
Selvin, E. (2021). Risk of progression to diabetes among older

adults with prediabetes.
JAMA internal medicine, 181(4), 511-519.
Sallar, A., & Dagogo-Jack, S. (2020). Regression from
prediabetes to normal glucose regulation:
state of the science. Experimental Biology and Medicine,
245(10), 889-896.
Zhu, Y., Sidell, M. A., Arterburn, D., Daley, M. F., Desai, J.,
Fitzpatrick, S. L., ... & Ferrara, A.
(2019). Racial/ethnic disparities in the prevalence of diabetes
and prediabetes by BMI:
Patient Outcomes Research To Advance Learning (PORTAL)
multisite cohort of adults
in the US. Diabetes Care, 42(12), 2211-2219.
Capstone Project Topic Selection and Approval - Rubric
Collapse All Capstone Project Topic Selection And Approval -
RubricCollapse All

Project Topic for Focus of Change Proposal
2.5 points
Criteria Description
Project Topic for Focus of Change Proposal
5. Excellent
2.5 points
The problem or issue, intervention, quality initiative,
educational need, or collaborative interprofessional team project
that will be the focus of the change proposal is clearly and
logically presented. Support and rationale are evident.
4. Good
2.23 points
that will be the focus of the change proposal is presented. Minor
aspects are unclear or require support.
3. Satisfactory
1.98 points
that will be the focus of the change proposal is summarized.
There are some omissions or inaccuracies. Some support is
needed.
2. Less Than Satisfactory
1.88 points

that will be the focus of the change proposal is presented but is
largely incomplete.
1. Unsatisfactory
0 points
that will be the focus of the change proposal is omitted.
Setting or Context Where Project Topic Is Observed
5 points
Setting or Context Where Project Topic Is Observed
5. Excellent
5 points
The setting or context in which the problem or issue,
intervention, quality initiative, educational need, or
collaborative interprofessional team project can be obser ved is
4. Good
4.45 points
collaborative interprofessional team project can be observed is
presented. Minor aspects are unclear or require support.

3. Satisfactory
3.95 points
collaborative interprofessional team project can be observed i s
summarized. There are some omissions or inaccuracies. Some
support is needed.
3.75 points
presented but is largely incomplete.
1. Unsatisfactory
0 points
omitted.
Detailed Description of Project Topic
7.5 points
Detailed Description of Project Topic
5. Excellent
7.5 points

A detailed description of the project topic is clearly and
4. Good
6.68 points
A description of the project topic is presented. Minor aspects
are unclear or require support.
3. Satisfactory
5.93 points
A description of the project topic is presented. There are some
omissions or inaccuracies. Some support is needed.
5.63 points
A description of the project topic is presented but is largely
incomplete.
1. Unsatisfactory
0 points
A description of the project topic is omitted.
Effect of Identified Problem or Issue
7.5 points
Effect of Identified Problem or Issue
5. Excellent
7.5 points
Effect of the identified problem or issue, intervention, quality
initiative, educational need, or collaborative interprofessional

team project is clearly and logically presented. Support and
rationale are evident.
4. Good
6.68 points
team project is presented. Minor aspects are unclear or require
support.
3. Satisfactory
5.93 points
team project is summarized. There are some omissions or
inaccuracies. Some support is needed.
5.63 points
team project is presented but is largely incomplete.
1. Unsatisfactory
0 points
team project is omitted.
Topic Significance and Implications for Nursing Practice

7.5 points
Topic Significance and Implications for Nursing Practice
5. Excellent
7.5 points
Topic and criteria are clearly and logically presented. Support
and rationale are evident.
4. Good
6.68 points
Topic and criteria are presented. Minor aspects are unclear or
require support.
3. Satisfactory
5.93 points
Topic and most criteria are presented. There are some omissions
or inaccuracies. Some support is needed.
5.63 points
Topic is presented but criteria are incomplete.
1. Unsatisfactory
0 points
Significance of topic and its implications for nursing practice is
omitted.
Proposed

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