EVIDENCE BASED 2Evidence Based RUAStudent

EVIDENCE BASED 2
Evidence Based RUA
Student Name
Chamberlain College of Nursing
NR452: Capstone
Session Month and Year
1
EVIDENCE BASED 4
Evidence Based RUA
Type your introduction. Although the first paragraph after the
paper title is the introduction, no heading labeled Introduction
is used. Refer to your assignment guidelines for the headings to
be used for the body of the paper. Include NCLEX category
with appropriate in text citation
Importance
Use as many paragraphs as needed to cover the content
appropriately. Include negative effect of leaving issue
unresolved.
Healthcare Disparities, Inequalities, and Interventions
appropriately.
Legal & Ethical Considerations and Intervention Challenges

appropriately. Include ethical and legal implications.
Participants and Interdisciplinary Approach
appropriately. Include members of a discipline outside of
nursing (please note that case managers and educators are
nurses).
Quality Improvement
appropriately. Provide benefits in addressing the priority
concept (topic) and resources utilized.
Conclusion
Papers should end with a conclusion or summary. The
assignment directions will specify which is required. It should
be concise and contain little or no detail. No matter how much
space is left on the page, the references always start on a
separate page (insert a page break).
References
Author Last Name, First Initial. (Year of Publication). Title of
article. Title of Journal, volume number (issue number), pages.
Retrieved from http://dx.doi.org/xx.xxx/yyyy.
National Council of State Boards of Nursing (2019). NCLEX-
RN Examination [PDF file], (2019). Retrieved from
https://www.ncsbn.org/2019_RN_TestPlan-English.htm.
Purpose
In this project, you will view a video and discuss the
organizational culture and organizational structure of the
assigned organization.

Outcome Met by Completing This Assignment
· organize human, physical, and financial resources for the
effective and efficient attainment of organizational goals
How to Set Up the Paper
Create a Word or Rich Text Format (RTF) document that is
double-spaced using 12-point font. The final product will be 5-
6 pages in length, excluding the title page and reference page.
Write clearly and concisely.
Provide a title page with a title, date, your name, course, and
section number, and the instructor's name.
Instructions:
You have been hired as an associate for a software company,
Dysfunctional Software. Dysfunctional Software offers support
solutions to a wide range of software issues and business needs.
Dysfunctional's client list exceeds 500 businesses in the United
States. The company has recently started to experience
significant and rapid growth. As a result of the recent growth,
Dysfunctional Software will need to hire many new associate
positions.
Your manager, Harry Harried, has asked you to help create a
recruiting video for Dysfunctional Software that will entice
potential new employees to work there. He wants to portray
Dysfunctional as a company that has a deep commitment to its
employees, a positive corporate culture, employees who
embrace the company's core values and enjoy coming to
work. As background for the task of developing the video, Mr.
Harried provides you with a recruiting video for Zendesk. Mr.
Harried believes that Zendesk is an exceptional company in
terms of its of approach to employees, its hiring practices, its
organizational culture, and its organizational structure.
You are requested to view the video on Zendesk:
https://youtu.be/l0uaSU6IVN4. (You may need to right-click
on the link and open in a new window.) You are also required
by Mr. Harried to read the material that he has assigned for you
to read (i.e., that is your course material for this project).
After you view the video read the assigned project material, you

are to write a report to Mr. Harried that covers the information
requested below. For the report, you are using only the Zendesk
video and course materials. If additional sources are used, the
information ascertained from them will not be included in the
grading.
Use the following center Bolded and left-
justified Bolded headings and instructions to complete the
project
Introduction
· Write an Introduction paragraph. The introduction paragraph
is the first paragraph of the paper and will be used to describe
to the reader the intent of the paper explaining the main points
covered in the paper. This intent should be understood prior to
reading the remainder of the paper so the reader knows exactly
what is being covered in the paper. The introduction is often
written after the paper is completed. (Use in-text citation as
required.)
Organizational Culture
· Discuss the seven dimensions of organizational culture. (Use
heading below and in-text citation as required.)
· Describe Zendesk’s organizational culture by presenting
examples for each of the seven dimensions of culture. Your
description of Zendesk's organizational culture is accomplished
by extracting facts from the video and matching those facts with
the appropriate dimension descriptor. You must provide
support, justification, and where appropriate, in-text citation,
for the video facts matched with the dimension
descriptors. (Use heading below and in-text citation as
required.)
Seven Dimensions of Culture Discussion (Please underline each
of the 7 dimensions, as you discuss that dimension. Use the
heading below and in-text citation as required.)
Zendesk's Video Facts/Examples (Please underline each cultural
dimension as you match it to Zendesk's Video facts and
examples. Use in-text citation as required.)
Competitive Advantage

· Discuss how Zendesk uses its corporate culture to create a
competitive advantage. Make sure to provide examples
supported by your analysis, as drawn from the video
information and the course materials.(Use in-text citation as
required)
Organizational Structure
· Identify and discuss Zendesk’s organizational structure, as
depicted in the video. Based on your examples ascertained from
the video, use the course material to elaborate on your examples
to fully explain the various types and aspects of organizational
structure that you have selected from the video to analyze. (Use
in-text citation as required)
Conclusion
· Create a concluding paragraph. The conclusion paragraph
highlights the major findings covered in the paper. (Use in-text
citation as required.)
References
Review the Paper
Read the paper to ensure all required elements are present.
The following are specific requirements that you will follow.
Use the checklist to mark off that you have followed each
specific requirement.
Checklist
Specific Project Requirements
Proofread your paper. Ensure your topic heading match those
above.
Read and use the grading rubric while completing the report to
ensure all requirements are met that will lead to the highest
possible grade.
Third-person writing is required. Third-person means that there
are no words such as “I, me, my, we, or us” (first-person
writing), nor is there use of “you or your” (the second person
writing). If uncertain how to write in the third person, view this

link: http://www.quickanddirtytips.com/education/grammar/firs
t-second-and-third-person.
Contractions are not used in business writing, so do not use
them.
Paraphrase and do not use direct quotations. Paraphrase means
you do not use more than four consecutive words from a source
document. Removing quotation marks and citing is
inappropriate. Instead, put a passage from a source document
into your own words and attribute the passage to the source
document. There should be no passages with quotation marks.
Using more than four consecutive words from a source
document would require direct quotation marks. Changing
words from a passage does not exclude the passage from having
quotation marks.
You are expected to use the provided weekly course materials to
develop the analysis and support the reasoning. There should
be a robust use of the course material. The material used from a
source document must be cited and referenced. A reference
within a reference list cannot exist without an associated in-text
citation and vice versa. Changing words from a passage does
not exclude the passage from having quotation marks.
Use in-text citations and provide a reference list that contains
the reference associated with each in-text citation.
You may not use books in completing this problem set unless
part of the course material. Also, do not use a dictionary,
Wikipedia or Investopedia, or similar sources.
Provide the page or paragraph number in every in-text citation.
Since the eBook does not have page numbers, you are to
include the chapter title, section heading, and paragraph
number.

For citations using a video, you must provide the minutes and
second of the cited material.
USE ONLY THESE SOURCES :
https://courses.lumenlearning.com/wmopen-
principlesofmanagement/chapter/why-it-matters-leadership/
principlesofmanagement/chapter/what-is-leadership/
principlesofmanagement/chapter/what-makes-an-effective-
leader/
principlesofmanagement/chapter/effective-vs-poor-leadership/
principlesofmanagement/chapter/situational-theories-of-
leadership/
principlesofmanagement/chapter/transformational-and-
transactional-theories-of-leadership/
principlesofmanagement/chapter/putting-it-together-leadership/
principlesofmanagement/chapter/why-it-matters-motivation/
principlesofmanagement/chapter/the-importance-of-employee-
motivation/

principlesofmanagement/chapter/needs-based-theories-of-
motivation/
principlesofmanagement/chapter/reading-process-based-
theories-of-motivation/
principlesofmanagement/chapter/job-characteristics-that-affect-
motivation/
principlesofmanagement/chapter/reading-goal-setting-theory/
principlesofmanagement/chapter/reinforcement-theory/
principlesofmanagement/chapter/reading-managers-role-in-
motivating-employees/
principlesofmanagement/chapter/putting-it-together-motivation/
Evidence Based RUA
Chamberlain College of Nursing
NR452: Capstone

Evidence Based RUA
Although The Joint Commission (JACHO) has seemed to
disappear behind the curtain in light of recent events with
COVID-19, preventing falls in the hospital continues to be one
of the top safety goals for the accreditation and certification
committee. Hospitals care a great deal about earning
accreditation and certification from The Joint Commission as
they set the standard for what patient quality of care and safety
of care should be. It should also be mentioned that accreditation
[from The Joint Commission] builds confidence in the
community that they will receive competent care (The Joint
Commission, n.d.).
Patient falls, when resulting in serious injury or death, are
considered “sentinel events”. In other words, something that is
preventable and should never happen. Although a patient fall is
considered a never event, falls do still happen in the hospital
setting. The purpose of this paper is to explore the importance
of fall prevention along with a proposed solution and goal. With
any proposed solution and goal there are barriers and benefits
that will be encountered. Barriers being staff knowledge and
lack of motivation, and benefits for both the health care team
and patients alike. This is where healthcare thrives as working
as a team to accomplish a common goal in the benefit of our
patients. In relation to what NCLEX-RN category this falls
under, the clinical problem this is drawn from is client needs

with the subcategory being safety and infection control
(National Council of State Boards of Nursing, 2019)
Importance
On average 1.3 to 8.9 falls happen per 1000 patients. Although
this may not seem like a significant number of patients, it is one
of the leading negative events recorded against hospitals
accounting for approximately 70% of inpatient incidents and
could lead to even more if left unresolved. This is an issue for
patients and hospitals because patient falls lead to increased
cost that quickly adds up (averaging $4200 per fall), and
reduction of resources (increased length of hospital stay uses up
a bed that otherwise would have been available and need for
additional skilled nursing staff) (Ashok & Khyathi, 2019). The
lost funds could have gone to a range of things the hospital
needs. Such as: purchasing staff valuable PPE, purchasing
equipment, giving staff raises, and the list goes on and on.
Yes, limited funds and resources are becoming a greater concern
to hospitals as the COVID-19 pandemic in The United States
worsens. Ethically, however, it is more important not to forget
who is the center of this issue. The patient and their families.
The more serious injuries include fractures, and subdural
hematomas that have led to excessive bleeding and death.
Injuries or deaths that could have been prevented (Ashok &
Khyathi, 2019).
Patient Population
The population this paper is focusing on is the older adult
patients who are admitted in an acute care healthcare facility.
They considered the patient an older adult if they are 65 years
old or older. The study had both male and female participants.
The common medical risk factors seen in this patient population
are cognitive impairment, confusion, dementia, neurological
disease, cardiovascular disease, urinary and bowel incontinence,
musculoskeletal issues, visual and hearing impairments (Zhao &
Kim, 2015). The non-medical risk factors that the patient had
are lengthy stay at the facility, had a previous fall, and not
being able to care for themselves. Taking a psychotropic or

antidepressant medication was also one of the risk factors.
The study reviewed different data from healthcare facilities in
different counties including the United States, Europe, and
Australia. However, the risk factors among patients in Europe
may not be directly comparable to those patients in the US and
Australia due to the different policies and regulations in their
own respective countries. Despite the diverse population
sample, they found that “Hispanics patients were likely to have
less falls in the hospital compared to African American,
Caucasians, and Asian patients” (Zhao & Kim, 2015). Despite
all the information they had, there was no consistent data that
shows cultural background as a risk factor.
Two of the ethical considerations for this population is
autonomy and beneficence. The healthcare team caring for the
patient must advocate for patients right by allowing them to
make their own decisions and be involved in planning their
care. It is advisable that patients’ independence is promoted to
respect their dignity. The patients should also be provided a fall
risk assessment upon admission and a safe environment during
their stay to prevent harm.
Proposed
Solution
Raising awareness of fall risk factors by educating all staff to
do something as simple as responding to call lights (from
janitor to primary care provider), and educating family/visitors
to ask for help with their loved one when ambulating, lays the
foundation of the solution. This fosters an environment of
safety and includes participation from all parts of the healthcare

team. It upholds the ethical principle of beneficence, to do no
harm. Taking an interdisciplinary approach to fall prevention,
which includes strong administrative support, makes everyone
responsible and cultivates an environment and attitude of
preventing falls (Ayton et al., 2017).
Specialized assessment tools, as many of the patients who enter
the hospital have unique needs (different sets of comorbidities),
is another solution to address this issue. An example is to
provide assistance in using the toilet especially to those who are
incontinent as most of the falls are related to elimination (Zhao
& Kim, 2015). The patients can also benefit from environmental
modifications such as providing clean, clutter-free room and
hallways. The use of interventions for nurses like using
assessment tools (MORSE fall scale, and Braden scale
assessment tool) and hourly rounding (Nuckols et al., 2017) can
be used to prevent falls as well as using exercise for the patients
(Fuzhong, Hanner, & Fitzgerald, 2016).
Goals
The long-term goal would be to reduce falls in the hospital by
fifteen percent within the first six months of implementing
intervention bundles such as education and awareness of fall
prevention, specialized assessment tools, and hourly rounding.
In order to assess this goal, the first step would be to perform a
systematic review. This is when the data is analyzed, and a
number of falls is definitively established through an appraisal

of the company’s documentation. This will be the benchmark we
use to compare the data gathered during the first six months of
implementing the new guidelines. Using a randomized
controlled study, we would assign half of the hospitals units to
implement these changes, and half to serve as the control group
for this study by computer randomization (Guerrera et al.,
2017). When informing the units of these changes make sure to
use a democratic approach and allow for staff to vocalize
concerns. Staying on site to observe the staff performing these
new protocols on the unit during their normal work shift to
ensure the integrity of the study. Then after six months of the
new protocol another appraisal of the unit’s data will be
compiled, compared to the control group and benchmarks set at
the beginning of the study. The goal of the study will be to
show that implementing intervention bundles such as education
and awareness of fall prevention, specialized assessment tools,
and hourly roundinglead to at least a fifteen percent decrease in
documented falls.
The short-term goal is to make sure that staff is willing and
capable of adhering to the units fall reduction protocol three
weeks into the study. To measure this, we will use a survey
which is a cross-sectional research method (Jacobs et al., 2012).
The staff will have education on new fall protocols if they are
in the independent variable group of the study. In order to do
this a survey with appropriate questions must be developed. The

questions on the survey would inquire about how long these new
protocols take to complete, if they feel they are easily
integrated into their work routine and any suggestions. These
surveys will be anonymous to encourage the staff to be
transparent about their answers (Jacobs et al., 2012). This will
help evaluate how adaptable these new protocols have been for
the staff and enhance the evidence-based research trial (Jacobs
et al., 2012).
Barriers
There are several barriers that can prevent implementation
of fall prevention programs such as: staff knowledge, education,
and motivation; organizational and leadership skills; healthcare
workers workloads; proper equipment access; audits and
feedback (Ayton et al., 2017). Face-to-face education programs
for nurses can improve their knowledge for skills practice to
prevent falls and enhance their motivation to prevent future
occurrence of falls. Implementation of the educational
programs can save many complications following falls, such as
trauma injuries, local or systemic infections and even deaths.
Another convenient option for education nursing staff is e-
learning systems, which is easily accessible through computers
or mobile devices. Education can enhance a nurse's motivation
to prevent falls. Lack of motivation is another barrier among
healthcare personnel. One of the main motivation factors for
nurses is following utilitarian ethical principles when taking

care for patients, which refers to doing the best care for each
patient, so emphasizing the benefits for preventing falls among
patients can increase nursing motivation to prevent future
complications from falls. Organization and developing a system
of audit and feedback for fall prevention can also affect nursing
motivation. Creating a benefits system is a strategy that can
enhance nursing motivation and lower the rate of falls
Fall prevention requires development of nursing care plans
with proper and achievable goals with successful
implementation of the nursing interventions that can prevent
future occurrence of the falls. For example, patients who have
altered mental status and those who take strong pain medication
often require supervision and the occurrence of falls among
these patients are often anticipatory. In addition, nurses have to
develop a plan of care for each patient with recognizing
patient’s major health problems and creating goals and
interventions that can prevent future falls. On the other side,
unanticipated falls or often accidental events happen with
patients who are in low risk. The problem in developing care
plans is often connected with a low nursing workload and not
enough time for nurses to develop and implement fall
prevention plans. Multiple patients’ care and shortage of
healthcare personnel can be challenges for nurses. Those are
time consuming and lead to lowering attention for fall
prevention. Implementation of fall risk assessment tools such as

MORSE Fall Scale can help for early recognition of patients,
who are at risk for falls.
Another barrier for implementation of fall prevention i s not
enough equipment or environmental factors. Lack of proper
equipment such as bed alarms, call lights, proper lightening and
etc., can increase the risk of patient falls. The problem can be
connected with not enough finance, poor management, and lack
of resources. Managers can develop programs for gathering
equipment and improving the facilities environment which can
help for lowering the rate of falls occurrence. Implementation
of interventions like posting a sign for fall alert, call light
within reach, personal belongings and walking aids within
reach, bed in the lower position, bed alarms are used in the
healthcare system as useful universal precautions for fall
prevention.
Benefits
Every patient and medical professional can benefit from fall
prevention but not just from using the standard precautions of
yellow slipper socks, using the call light, assessing patients
with the MORSE fall scale, and identification of a fall risk on
doorways (Nuckols et al., 2017). Other interventions need to be
researched and implemented to reduce falls for all patients and
to give medical professionals a peace of mind when caring for
them.
One such intervention that benefited patients of community

senior centers was implementing an exercise program to
improve balance (Fuzhong, Hanner, & Fitzgerald, 2016).
Formerly called Tai Chi, the Tia Ji Quan program was
implemented in 32 senior centers with 392 participants for a
one-year period. The patients were taught several movements to
help with balance and to remain functional for activities of
daily living. Results of this intervention produced a 54%
reduction in falls, improved physical performance of the
participants, and 17 senior centers continued to offer the
program after the research was completed (Fuzhong et al.,
2016).
To help health care workers, hourly rounding has been
implemented in many hospitals. One specific study conducted
hourly rounds for nurses with the implementation of training
them to think critically about fall risk using the 4P method
(pain, personal needs, position, and placement) (Nuckols et al.,
2017). Another such study implemented several strategies
within their hourly rounding resulting in a 50% reduction of
falls (Morgan et al., 2016).
One intervention that has assisted both the patients and health
care workers combined is a study which put together a team of
health care workers and social care professionals to respond to
calls of older people who have fallen at home. Results showed
that the “rates for patients to hospital were lower during the
hours that the falls ambulances were in service, than when only

general ambulances were running” (Pyer, 2014, p. 71). Patients
filled out questionnaires which they responded they were
“respected as an individual, treated with dignity and consulted
about their care” (Pyer, 2014, p. 71).
Fall prevention is something to take very seriously for each
person involved. It should have benefits for the patients and for
the health care workers who provide care not only to save
money, but to save lives and to give everyone a peace of mind.
Preventing falls is a safety issue that needs to be accountable to
all those that are a part of patient care. The best approach to
preventing falls is an interdisciplinary one. While nurses are
the forefront for preventing falls, it takes a team approach to
provide patient safety. Part of this team includes physical
therapists and physicians.
During a hospital stay an adult, despite level of independence,
experiences a reduced level of mobility (Johnson, Kuperstein,
Howell, & Dupont-Versteegden, 2018). Physical therapists are
an integral part of the plan of care for an adult inpatient stay in
preventing mobility decline which reduces fall risk (Johnson et
al., 2018). It has been proven that getting patients out of bed
and moving as soon as the first day has better patient outcomes
and decreased length of stay which in turn reduces cost
(Johnson et al., 2018).
Establishing the level of patient mobility at admission and

providing appropriate interventions for maintaining or
improving a patient’s mobility status throughout their stay will
reduce falls risk (Johnson et al., 2018). According to Morris
and O’Riordan (2017), these interventions include “balance,
gait training, range of motion exercises, and strengthening”. It
should be stressed to the patient that these tools should continue
to be utilized outside of the hospital to maintain or improve
level of agility.
The other integral part of this equation is the physician. One of
the biggest contributors to this problem is medication. All
physicians involved in a patient’s care need to be diligent in
closely monitoring their medications and the potential side
effects that contribute to increased fall risk (Morris &
O’Riordan, 2017). Medications that potentiate the problem
include narcotics, psychotropic, and blood pressure
medications. By reducing the strength, providing alternative
medications, or removing the medications that contribute to
orthostatic hypotension, drowsiness, lethargy and altered mental
status can lead to a large reduction of fall risk (Morris &
O’Riordan, 2017).
Conclusion
In conclusion, falls are a preventable sentinel event if everyone
does their part by placing importance on preventing them.
Knowing the patient population being cared for and the risk
factors they have is a key in identifying the appropriate action

to protect them from such an event. A team approach reduces
hospital costs, length of stay and utilizes less resources.
Ultimately it prevents injury, harm, and promotes safety and
quality care.
References
Ashok, K., & Khyathi, G. (2019). An Explorative Study to
Prevent the Incidence of Inpatient
Falls in a Tertiary Care Hospital. Indian Journal of Public
Health Research &
Development, 10(10), 282. doi: 10.5958/0976-
5506.2019.02813.4
Ayton, D. R., Barker, A. L., Morello, R. T., Brand, C. A.,
Talevski, J., Landgren, F. S., … Botti,
M. (2017). Barriers and enablers to the implementation of the 6-
PACK falls prevention
program: A pre-implementation study in hospitals participating
in a cluster randomised
controlled trial. Plos One, 12(2). doi:
10.1371/journal.pone.0171932
Fuzhong, L., Hanner, P., & Fitzgerald, K. (2016, November).
Implementing an evidence-based
fall prevention intervention in community senior centers.
American Journal of Public
Health, 106(11), 2026-2031.

Guerrera, F., Renaud, S., Tabbò, F., & Filosso, P. L. (2017).
How to Design a Randomized Clinical Trial: Tips and Tricks for
Conduct a Successful Study in Thoracic Disease Domain.
Journal of Thoracic Disease. AME Publishing
Company.www.ncbi.nlm.nih.gov/pmc/articles/PMC5594116/.
Jacobs, J., Clayton, P. F., Dove, C., Funchess, T., Jones, E.,
Perveen, G., Skidmore, B., Sutton, V., Worthingto n, S., Baker,
E. A., Deshpande, A.D., & Brownson, R.C. (2012). A Survey
Tool for Measuring Evidence-Based Decision Making Capacity
in Public Health Agencies. BMC Health Services Research.
BioMed Central. www.ncbi.nlm.nih.gov/pubmed/22405439.
Johnson, A. M., Kuperstein, J., Howell, D., & Dupont-
Versteegden, E. E. (2018). Physical
Therapists Know Function: An Opinion on Mobility and Level
of Activity During
Hospitalization for Adult Inpatients. Hospital Topics, 96(2),
61–68. Doi:
10.1080/00185868.2018.1463831
Morgan, L., Flynn, L., Robertson, E., New, S., Forde-Johnston,
C., & McCulloch, P. (2016).Intentional rounding: a staff-led
quality improvement intervention in the prevention of
patient falls. Journal of Clinical Nursing, 26, 115-124.
doi:10.1111/jocn.13401
Morris, R., & O’Riordan, S. (2017). Prevention of falls in
hospital. Clinical Medicine, 17(4),

360–362. doi: 10.7861/clinmedicine.17-4-360
National Council of State Boards of Nursing (2019). NCLEX-
RN Examination [PDF file],
(2016). Retrieved from
https://www.ncsbn.org/2016_RN_TestPlan-English.pdf
Nuckols, T., Needleman, J., Grogan, T., Liang, L.-J., Worobel-
Luk, P., Anderson, L., . . . Walsh
C. M. (2017, November). Clinical effectiveness and cost of a
hospital-based fall
prevention intervention; the importance of time nurses spend on
the front line of
implementation. Journal of Nursing Administration, 47(11),
571-580.
Pyer, M. (2014, November 30). Falls assessment and prevention
in older people: an evaluation of
the crisis response service. Journal of Paramedic Practice, 7(2),
68-72.
The Joint Commission (n.d.). Sentinel Event Alert 55
preventing falls and fall related injuries in
health care facilities. Retrieved from
https://www.jointcommission.org/resources/
patient-safety-topics/sentinel-event/sentinel-event-alert-
newsletters/sentinel-event-alert-5
5-preventing-falls-and-fall-related-injuries-in-health-care-
facilities/

Zhao, Y., & Kim, H. (2015). Older Adult Inpatient Falls in
Acute Care Hospitals: Intrinsic,
Extrinsic, and Environmental Factors. Journal of Gerontological
Nursing, 41(7), 29–43.
doi: 10.3928/00989134-20150616-05
NR452 Capstone Course
RUA- Capstone Evidence-Based Practice Paper
GuidelinesPurpose
To analyze own performance on the integrated comprehensive
assessments and reflect on areas of opportunity and strategies to
promote NCLEX-RN success and transition into practice. The
student will apply the priority concept (topic) to evidence-based
professional practice upon which nurses have the ability to
resolve or have a positive impact. There is a focus on the
healthcare disparities of the individual, as well as ethical and
legal implications to professional practice. The student will
discuss how an interdisciplinary approach promotes quality
improvement for the patient and evidence-based professional
practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet
the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and
nursing in managing the needs of humans as consumers of

healthcare in a patient-centered environment.(PO#1)
CO # 2: Integrate communication and relationship skills in
teamwork and collaboration functioning effectively with health
team members and consumers of care.(PO#3)
CO # 3: Utilize information technology to manage knowledge,
mitigate error, andsupport decision making with health team
members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best
current evidence, clinical expertise, and patient/family
preferences/values in the implementation of the nursing process.
(PO# 4)
CO # 5: Explore the impact of professional standards,
legislative issues, ethical principles, and values on professional
nursing, using data to monitor outcomes and improve quality
and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this
assignment is due. The Late Assignment Policy applies to this
assignment.
Total points possible: 250 pointsPreparing the assignment
Follow these guidelines when completing this assignment.
Speak with your faculty member if you have questions.
1) Track performance on the comprehensive assessments by
logging NCLEX-RN Client Need Category performance on the
Individual Student ATI Assessment Trends: Longitudinal

Performance tool.
2) Based on individual performance on the comprehensive
assessments, prioritize the top concept (topic) of greatest
opportunity.
3) Include the following criteria for each identified concept
(topic): The NCSBN NCLEX-RN Test Planwill support this
process (detailed criteria listed below and in the Grading Rubric
must match exactly).
a. Priority Concept (Topic)- 20 points/8%
· Identify the priority concept (topic) of opportunity.
· Provide a description of how this aligns with the NCLEX-RN
Test Plan as indicated by performance in the Individual Student
ATI Assessment Trends Table.
· Identify a minimum of two learning strategies that you plan to
implement to address your learning need.
· Identify a minimum of two resources that you will integrate
into your NCLEX-RN Readiness plan to assist you with
improving the identified learning need.
(
NR452_RUA- Capstone Evidence-Based Guidelines
) (
Revised: 03/2021
) (
1

)
(
Learning Resources:
Identify
a
minimum of
two
resources that you will integrate into your NCLEX-RN
Readiness plan to assist you with improving the identified
learning need.
1)
Adaptive quizzes in ATI and THE COMPREHENSIVE NCLEX-
RN REVIEW 19
TH
EDITION
2)
Saunders 2020-2021 Strategies for Test Success: Passing
Nursing School and the NCLEX Exam, Edition 6
)
Performance Table
ATI Assessment Title

NCLEX-RN Client Need Categories:
Students will log their individual assessment performance in
each category below
and highlight the scores below 60% or lowest three scores for
each assessment
Course
Manage- ment of Care
Safety & Infection Control
Health Promotion & Maintenance
Psychosocial Integrity
Basic Care & Comfort
Pharma- cological & Parental
Therapies
Reduction of Risk Potential
Physiological Adaptation
ATI Capstone Comprehensive
Assessment B
NR-446
93.3%
88.9%
71.4%
85.7%
85.7%

45.5%
77.8%
80.0%
ATI Comprehensive
Practice- Form A
NR-452
80.0%
83.3%
64.3%
92.3%
92.3%
82.6%
77.8%
66.7%
Based on individual performance on the comprehensive
assessments, prioritize the top concept (topic) of greatest
opportunity:
1) Pharmacological and Parental Potential
Apply the priority concept (topic) of greatest opportunity
below:

(
Learning Strategies:
Identify a
minimum of two
learning strategies that you plan to implement to address your
learning need.
1)
I will do NCLEX practice questions to test my knowledge
about the content that I have learnt
2) I will make use of medication templates to study my
medications, know their contraindications, interaction,
complications, administration methods and client education.
) (
Learning Needs:
Pharmacological and Parental Potential:
According to (NCSBN
),
the
nurse provides care related to the administration of medications
and parenteral therapies.
Pharmacological and Parental Potential entails:
-Participation in medication reconciliation process
-
Administration of blood products and evaluation of client

response
-Central venous access devices
-
Dosage calculations for medication administration
-Pharmacological pain management
-Total parenteral Nutrition
- Evaluation of Intravenous Therapies
-
Identification of contraindication, adverse effect, side effect
and interactions to the administration of a medication to the
client.
)Identified Priority Concept (Topic):
(
NR452 Capstone Course
Capstone Evidence-Based Practice Paper Guidelines
)
(
) (
Revised: 03/2021
) (
2

)
In this paper the student will provide a detailed description of
the relationship between the category from the NCLEX-RN
examination blueprint, the priority concept (topic), and
professional practice.
1) Write a 4-6 page paper (not including the title page or
reference page) using APA format
2) Include the following sections
a. Introduction- 20 points/8%
· Offer a detailed description of the statement of purpose for the
paper.
· Identify a priority concept (topic) from the Individual Student
ATI Assessment Trends: Longitudinal Performance Table drawn
from one (1) of the four (4) main categories of the NCLEX-RN
examination blueprint:
· Assurance of a safe and effective care environment
· Health promotion and maintenance of health
· Preservation of the patient population’s psychosocial integrity
· Preservation of the patient population’s physiological integrity
· Provide a detailed description of the relationship between the
category from the NCLEX-RN examination blueprint and the
priority concept (topic).
b. Importance - 20 points/8%
· Describe the importance of the priority concept (topic) to

professional practice
· Describe the health of the patient population.
· Include the potential negative effect to professional practice if
the priority concept (topic) is unresolved.
· Include the potential negative effect to the patient population
if the priority concept (topic) is unresolved.
c. Healthcare Disparities, Inequalities, and Interventions- 70
points/28%
· Identify patient populations that may be negatively influenced
by the priority concept (topic) if unresolved.
· Identify healthcare resources to support evidence-based
professional practice related to the priority concept (topic).
· Summarize potential priority concept (topic) healthcare
disparities and inequalities related to diverse populations.
· Propose an evidence-based solution for the priority concept
(topic) related to healthcare disparities.
· Identify three (3) evidence-based practice interventions.
· Prioritize the identified evidence-based practice interventions
and provide rationale.
· Discuss two (2) patient education considerations rel ated to the
d. Legal & Ethical Considerations and Intervention Challenges-
40 points/16%
· Identify at least one (1) ethical and one (1) legal implication
for addressing the priority concept (topic) in professional

practice.
· Discuss at least one (1) strategy in prevention of an ethical
dilemma related to the priority concept (topic) in professional
practice.
· Discuss at least one (1) strategy in prevention of legal
consequences related to the priority concept (topic) in
· Identify one (1) anticipated challenge to the success of
preventing the priority concept (topic) in professional practice.
· Identify one (1) anticipated challenges to the success of
resolving the priority concept (topic) in professional practice.
e. Participants and Interdisciplinary Approach – 20 points/8%
· Identify all the parties who will be involved in the
implementation of the priority concept (topic) interventions.
· Discuss the role of each member in the intervention
implementation for the priority concept (topic).
· Identify a minimum of two (2) members of a discipline outside
of nursing.
· Discuss the benefit of including the identified
interdisciplinary member from disciplines outside nursing to
promote evidence-based professional practice.
f. Quality Improvement– 20 points/8%
· Provide at least one (1) benefit in patient outcomes from

addressing the priority concept (topic) within the clinical
environment.
· Provide at least one (1) benefit to the nursing profession that
will result from addressing this priority concept (topic) in
clinical professional practice.
· Discuss at least one (1) resource utilized to promote improved
patient outcomes in the clinical environment.
· Discuss at least one (1) resource utilized to increase
professional nurse knowledge promoting improved clinical
g. Conclusion – 20 points/8%
· Provide a thorough recap of the purpose to promote increased
evidence-based professional practice knowledge related to the
priority concept (topic) deficiency.
· Summarize resources identified to support improved evidence-
based professional practice related to the priority concept
(topic).
· Include a complete statement describing why addressing the
priority concept (topic) matters and to whom.
h. APA Style and Organization– 20 points/8%
· References are submitted with paper.
· Uses current APA format and is free of errors.
· Grammar and mechanics are free of errors.
· At least three (3) scholarly, peer reviewed, primary sources
from the last 5 years, excluding the textbook, are provided.

Each section should have a cited source to support information
provided.
For writing assistance (APA, formatting, or grammar) visit the
APACitation and Writing page in the online Chamberlain
library.
Please note that your instructor may provide you with additional
assessments in any form to determine that you fully understand
the concepts learned in the review module.
Grading Rubric
Criteria are met when the student’s application of knowledge
within the paper demonstrates achievement of the outcomes for
this assignment.
Assignment Section and Required Criteria
(Points possible/% of total points available)
Highest Level of Performance
High Level of Performance
Satisfactory Level of Performance
Unsatisfactory Level of Performance
Section not present in paper
Priority Concept (Topic)
(20 points/8%)

20 points
18 points
16 points
8 points
0 points
Required criteria
1. Identify the concept (topic) of opportunity.
2. Provide a description of how this aligns with the NCLEX-RN
Test Plan as indicated by performance in the Individual Student
ATI Assessment Trends Table.
3. Identify a minimum of two learning strategies that you plan
to implement to address your learning need.
4. Identify a minimum of two resources that you will integrate
into your NCLEX-RN Readiness plan to assist you with
improving the identified learning need.
Includes all 4 requirements for section.
Includes no fewer than 2 requirements for section.
Includes no less than 1 requirement for section.
No requirements for this section presented.
Introduction
(20 points/8%)
20 points
16 points
8 points

0 points
Required criteria
1. Offer a detailed description of the statement of purpose for
thepaper.
2. Identify a priority concept (topic) from the
Performance Table drawn from one (1) of the four (4) main
categories of theNCLEX-RN examination blueprint:
a. Assurance of a safe and effective care environment
b. Health promotion and maintenance of health
c. Preservation of the patient population’s psychosocial
integrity
d. Preservation of the patient population’s physiological
integrity
Includes no fewer than 1 requirement for section.
(
NR452 Capstone Course Capstone Evidence-Based Paper
Guidelines
)
(

) (
Revised: 03/2021
) (
5
)
3.Provide a detailed description of the relationship between the
category from the NCLEX-RN examination blueprint and the
Importance
(20 points/8%)
20 points
18 points

16 points
8 points
0 points
Required criteria
1. Describe the importance of the priority concept (topic) to
professional practice
2. Describe the health of the patient population.
3. Include the potential negative effect to professional practice
4. Include the potential negative effect to the patient population
Healthcare Disparities, Inequalities, and Interventions
(70 points/28%)
70 points
63 points
54 points
21 points
0 points
Required criteria
1. Identify patient populations that may be negatively

influenced by the priority concept (topic) if unresolved.
2. Identify healthcare resources to support evidence-based
practice related to the priority concept (topic).
3. Summarize potential priority concept (topic) healthcare
disparities and inequalities related to diverse populations.
4. Propose an evidence-based solution for the priority concept
(topic) related to healthcare disparities.
5. Identify three (3) evidence-based practice interventions.
6. Prioritize the identified evidence-based practice interventions
and provide rationale.
Includes no fewer than 5-6 requirements for section.
7.Discuss two (2) patient education considerations related to

the priority concept (topic).
Legal & Ethical Considerations and Intervention Challenges
(40 points/16%)
40 points
36 points
31 points
12 points
0 points
Required criteria
1. Identify at least one (1) ethical and one (1) legal implication
for addressing the priority concept (topic) in professional
practice.
2. Discuss at least one (1) strategy in prevention of an ethical
dilemma related to the priority concept (topic) in professional
practice.

3. Discuss at least one (1) strategy in prevention of legal
consequences related to the priority concept (topic) in
4. Identify one (1) anticipated challenge to the success of
preventing the priority concept (topic) in professional practice.
5. Identify one (1) anticipated challenges to the success of
resolving the priority concept (topic) in professional practice.
(20 points/8%)
20 points
18 points
16 points
8 points
0 points
Required criteria
1. Identify all the parties who will be involved in the
implementation of the priority concept (topic) interventions.
2. Discuss the role of each member in the intervention
implementation for the priority concept (topic).
3. Identify a minimum of two (2) members of a discipline

outside of nursing.
4. Discuss the benefit of including the identified
interdisciplinary member from disciplines outside nursing to
promote evidence-based professional practice.
Quality Improvement
(20 points/8%)

20 points
18 points
16 points
8 points
0 points
Required criteria
1. Provide at least one (1) benefit in patient outcomes from
addressing the priority concept (topic) within the clinical
environment.
2. Provide at least one (1) benefit to the nursing profession that
will result from addressing this priority concept (topic) in
clinical professional practice.
3. Discuss at least one (1) resource utilized to promote
improved patient outcomes in the clinical environment.
4. Discuss at least one (1) resource utilized to increase
professional nurse knowledge promoting improved clinical
Conclusion
(20 points/8%)
20 points

16 points
8 points
0 points
Required criteria
1. Provide a thorough recap of the purpose to promote increased
evidence-based professional practice knowledge related to the
priority concept (topic) deficiency.
2. Summarize resources identified to support improved
evidence-based professional practice related to the priority
concept (topic).
3. Include a complete statement describing why addressing the
priority concept (topic) matters and to whom.

APA Format, Grammar, and Punctuation
(20 points/8%)
20 points
18 points
16 points
8 points
0 points
Required criteria
1. References are submitted with paper.
2. Uses current APA format and is free of errors.
3. Grammar and mechanics are free of errors.
4. At least three (3) scholarly, peer reviewed, primary sources
from the last 5 years, excluding the textbook, are provided.
Each section should have a cited source to support information
provided.
Total Points Possible = 250 points

EVIDENCE BASED 2Evidence Based RUAStudent

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