• Home

Week-1 Capstone Project

Week-1 Capstone assignment


FYI THIS IS FIRST PAPER/ASSIGNMENT OF MANAY SEQUENCE PAPERS ON TOPIC DEPRESSION IN TEEN AGER AND YOUNGER ADULT.

A logic model or program theory is a description or model frequently pictorial of how a program is supposed to achieve its expected outcomes and solve the identified problem for which it was created. It creates a logical links between expected outcomes and the activities designed to achieve them and incorporates the evidence-based theoretical assumptions that explain how the activities will lead to outcomes. A program theory or logic model is NOT the theoretical framework on which your project is based although it may be related to a theoretical framework. A theoretical or conceptual framework is a general theory that explains why some things happen. A program theory or logic model is unique to your project and explains how it is supposed to work.

Assignment Prompt

1. Develop a one-page diagram of theoretical foundation for your project/program, describing how and why your project should achieve the desired outcome. Add references on the second page. You may arrange items in the diagram in any way you choose, but the diagrams should include each of the following components and show the logical connections between them:

a. The need or problem to be addressed by the project/program with supporting data

a. The context for the project/program (attach a reference list with your diagram)

a. The strategy (ies) proposed to address the need/problem

a. The evidence base for the proposed strategies (attached a reference list with your diagram)

a. Factors that will influence the use of strategy

a. The expected outcomes of the project/program

a. The resulting impact of the project/program if the outcomes are achieved.

Expectations

· Due: Monday, 11:59 pm PT

· Length: Two pages (1st page for diagram, 2nd page for references)

· Format: APA Style (7th ed.), one-inch margins with double spacing, proper APA formatting

· Research: Scholarly (peer-reviewed) contemporary  reference(s) within the last 5 years

· Writing: Use correct grammar and sentence construction: Clear expression of ideas

· File Title: Save the file with Student First Name_Last Name_Title of assignment

See USU NUR Writing Assignment Rubric for additional details and point weighting.

Rubric

criteria

Superior

Above Average

Competent

Below Standard

Far Below Standard

Criterion Score

Objective/Health Care Problem

5 points

Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options.

4 points

Objective is precise and knowledgeable.

3 points

Objective is acceptable.

2 points

Objective may be unclear or irrelevant.

1 point

Objective is missing.

Score of Objective/Health Care Problem,

/ 5

Scope/Evidence

5 points

Skillfully arranges evidence to setup premise of the issue.

Persuasively builds the case with supportive evidence.

Elaborates on all key points of the issue.

4 points

Clearly sets up premise of the issue.

Persuasively builds the case.

Covers key points of the issue.

3 points

Sets up premise of issue.

Sufficiently persuasive to the case.

Adequate development of key issues.

2 points

Poorly sets up the premise of the issue

Minimally persuasive to the case.

Poor development of key issues.

1 point

No premise set up.

Not persuasive to the case.

Absence of key issues.

Score of Scope/Evidence,

/ 5

Analysis

5 points

Skillful recommendations and/or specific action.  Suggested action is reasonable.

4 points

Clear recommendations and/or specific action.  Suggested action is reasonable

3 points

Sufficient recommendations and/or specific action.  Suggested action is reasonable.

2 points

Vague about specific action.

Action minimally reasonable.

1 point

Absence of specific action.

Action completely unreasonable.

Score of Analysis,

/ 5

Conclusion/Evaluation

5 points

Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality.

4 points

Conclusion is precise knowledgeable and significant.

Clearly states impact on nursing practice, patient safety and healthcare quality.

3 points

Conclusion is appropriate.

Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality.

2 points

Conclusion may be unclear or irrelevant.

Vague references regarding impact.

1 point

Conclusion and/or

impact is missing.

Score of Conclusion/Evaluation,

/ 5

Integration of Knowledge

5 points

Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas.

4 points

Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection.

3 points

Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported.

2 points

Demonstrates, to a certain extent, understanding and applies some concepts learned in the course.

1 point

Does not demonstrates full understanding of concepts learned in the course.

Score of Integration of Knowledge,

/ 5

Writing Style, Formatting and Conventions

5 points

Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors

4 points

Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors

3 points

Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors

2 points

Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors.

1 point

Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling

Score of Writing Style, Formatting and Conventions,

/ 5

Total

Score of USU NUR Writing Assignment Rubric,

/ 30

Overall Score

Level 5

24 points minimum

Level 4

19 points minimum

Level 3

14 points minimum

Level 2

9 points minimum

Level 1

0 points minimum

Week-1 Capstone Project

Week-1 Capstone assignment


FYI THIS IS FIRST PAPER/ASSIGNMENT OF MANAY SEQUENCE PAPERS ON TOPIC DEPRESSION IN TEEN AGER AND YOUNGER ADULT.

A logic model or program theory is a description or model frequently pictorial of how a program is supposed to achieve its expected outcomes and solve the identified problem for which it was created. It creates a logical links between expected outcomes and the activities designed to achieve them and incorporates the evidence-based theoretical assumptions that explain how the activities will lead to outcomes. A program theory or logic model is NOT the theoretical framework on which your project is based although it may be related to a theoretical framework. A theoretical or conceptual framework is a general theory that explains why some things happen. A program theory or logic model is unique to your project and explains how it is supposed to work.

Assignment Prompt

1. Develop a one-page diagram of theoretical foundation for your project/program, describing how and why your project should achieve the desired outcome. Add references on the second page. You may arrange items in the diagram in any way you choose, but the diagrams should include each of the following components and show the logical connections between them:

a. The need or problem to be addressed by the project/program with supporting data

a. The context for the project/program (attach a reference list with your diagram)

a. The strategy (ies) proposed to address the need/problem

a. The evidence base for the proposed strategies (attached a reference list with your diagram)

a. Factors that will influence the use of strategy

a. The expected outcomes of the project/program

a. The resulting impact of the project/program if the outcomes are achieved.

Expectations

· Due: Monday, 11:59 pm PT

· Length: Two pages (1st page for diagram, 2nd page for references)

· Format: APA Style (7th ed.), one-inch margins with double spacing, proper APA formatting

· Research: Scholarly (peer-reviewed) contemporary  reference(s) within the last 5 years

· Writing: Use correct grammar and sentence construction: Clear expression of ideas

· File Title: Save the file with Student First Name_Last Name_Title of assignment

See USU NUR Writing Assignment Rubric for additional details and point weighting.

Rubric

criteria

Superior

Above Average

Competent

Below Standard

Far Below Standard

Criterion Score

Objective/Health Care Problem

5 points

Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options.

4 points

Objective is precise and knowledgeable.

3 points

Objective is acceptable.

2 points

Objective may be unclear or irrelevant.

1 point

Objective is missing.

Score of Objective/Health Care Problem,

/ 5

Scope/Evidence

5 points

Skillfully arranges evidence to setup premise of the issue.

Persuasively builds the case with supportive evidence.

Elaborates on all key points of the issue.

4 points

Clearly sets up premise of the issue.

Persuasively builds the case.

Covers key points of the issue.

3 points

Sets up premise of issue.

Sufficiently persuasive to the case.

Adequate development of key issues.

2 points

Poorly sets up the premise of the issue

Minimally persuasive to the case.

Poor development of key issues.

1 point

No premise set up.

Not persuasive to the case.

Absence of key issues.

Score of Scope/Evidence,

/ 5

Analysis

5 points

Skillful recommendations and/or specific action.  Suggested action is reasonable.

4 points

Clear recommendations and/or specific action.  Suggested action is reasonable

3 points

Sufficient recommendations and/or specific action.  Suggested action is reasonable.

2 points

Vague about specific action.

Action minimally reasonable.

1 point

Absence of specific action.

Action completely unreasonable.

Score of Analysis,

/ 5

Conclusion/Evaluation

5 points

Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality.

4 points

Conclusion is precise knowledgeable and significant.

Clearly states impact on nursing practice, patient safety and healthcare quality.

3 points

Conclusion is appropriate.

Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality.

2 points

Conclusion may be unclear or irrelevant.

Vague references regarding impact.

1 point

Conclusion and/or

impact is missing.

Score of Conclusion/Evaluation,

/ 5

Integration of Knowledge

5 points

Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas.

4 points

Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection.

3 points

Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported.

2 points

Demonstrates, to a certain extent, understanding and applies some concepts learned in the course.

1 point

Does not demonstrates full understanding of concepts learned in the course.

Score of Integration of Knowledge,

/ 5

Writing Style, Formatting and Conventions

5 points

Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors

4 points

Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors

3 points

Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors

2 points

Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors.

1 point

Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling

Score of Writing Style, Formatting and Conventions,

/ 5

Total

Score of USU NUR Writing Assignment Rubric,

/ 30

Overall Score

Level 5

24 points minimum

Level 4

19 points minimum

Level 3

14 points minimum

Level 2

9 points minimum

Level 1

0 points minimum

Week-1 Capstone Project


Topic

Treatment Strategies for Attention Deficit Hyperactivity Disorders Among Children and Adolescents.

PICOT Question

P-ADHD among children and adolescents.

I– In children and adolescents with ADHD, treatment with medications and nonpharmacologic interventions.

C– how does treatment with medication compared to treatment with medications and nonpharmacologic interventions affect ADHD symptoms.

O– the impact of pharmacologic and nonpharmacologic interventions on ADHD symptoms

T– 8 months

In children and adolescents with ADHD, how does treatment with medication compared to treatment with medications and nonpharmacologic inventions affect ADHD symptoms control within 8 months?

Week-1 Capstone Project


Topic

Treatment Strategies for Attention Deficit Hyperactivity Disorders Among Children and Adolescents.

PICOT Question

P-ADHD among children and adolescents.

I– In children and adolescents with ADHD, treatment with medications and nonpharmacologic interventions.

C– how does treatment with medication compared to treatment with medications and nonpharmacologic interventions affect ADHD symptoms.

O– the impact of pharmacologic and nonpharmacologic interventions on ADHD symptoms

T– 8 months

In children and adolescents with ADHD, how does treatment with medication compared to treatment with medications and nonpharmacologic inventions affect ADHD symptoms control within 8 months?

Week-1 Capstone Project

Evidence

1. Inadequate analgesia of children in emergency department a, b, c

2. Received analgesia: 48% on ages six months to 24 months; 65% on ages six years to 10 years a

3. Factors affecting pain assessment in children d

4. Documentation of pain scale was 47% on < 4 years old; 34% on < 1 year old e

5. Pain assessment tool specific to children ages 3mos-6yrs f, g, h

6. Pain education program significantly increased both pain score and pain assessment practice i, j, k, l

7. ED Pain data will be available once collected

 

Outcomes

Short Term

Improve documentation

of pain assessment

Long Term

Improve administration

of pain medication

Impact

Adequate

pain control

Poor pain control

of children

ages 3mos to 6yrs old

seen in ED 1

ED Pain Data 7

Inadequate

pain management 2, 3

Pain education of

nurses 6

Pain assessment,

FLACC Scale 5

Lack of

triage protocol

Lack of assessment

tools -age specific 5

Barriers/myths to

treatment of pain 3

Fear of

drug addiction

Children not

feeling pain

Cultural and

sex differences

Personal beliefs

and values

Physical setting

Parental influence

Lack of knowledge

of providers 5

References

  • Alexander, J. & Manno, M. (2003). Underuse of analgesia in very young pediatric patients with isolated local painful injuries, Annals of Emergency Medicine, 41, 617-622.
  • Brown, J., Klein, E., Lewis, C., Johnston, B., & Cummings, P. (2003). Emergency department analgesia for fracture pain, Annals of Emergency Medicine, 42, 197-205.
  • Rupp, T., & Delaney, K. (2004). Inadequate analgesia in emergency medicine, Annals of Emergency Medicine, 43, 494-503.
  • Bauman, B., & McManus, J. (2005). Pediatric pain management in the emergency department, Emergency Medicine Clinical North America, 23, 394-414.
  • Drendel, A., Brousseau, D., & Gorelick, M. (2006). Pain assessment for pediatric patients in the emergency department, Pediatrics, 117, 1511-1518.
  • Manworren, R.C., & Hynan, L.C. (2003). Clinical validation of FLACC: Preverbal patient pain scale, Pediatric Nursing, 29, 140-146.
  • Kaplan, C., Sison, C., & Platt, S. (2008). Does a pain scale improve pain assessment in the pediatric emergency department? Pediatric Emergency Care, 24, 605-608.
  • Probst, B., Lyons, E., Leonard, D., & Esposito, T. (2005). Factors affecting emergency department assessment and management of pain in children, Pediatric Emergency Care, 21, 298-305.
  • Twycross, A. (2010). Managing pain in children: Where to from here? Journal of Clinical Nursing, 19, 2090-2099.
  • Chiang, L., Chen, H., & Huang , L. (2006). Student nurses’ knowledge, attitudes, and self efficacy of children’s pain management: Evaluation of an education program in Taiwan, Journal of Pain and Symptom Management, 32(1), 82-89.
  • LeMay, S., Johnston, C., Choiniere, M., Fortin, C., Kudirka, D., Murray, L., & Chalut, D. (2009). Pain management practices in a pediatric emergency room study: Intervention with nurses, Pediatric Emergency Care, 25, 498-503.
  • Rieman, M., Gordon, M., & Marvin, J. (2007). Pediatric nurses’ knowledge and attitudes survey regarding pain: a competency tool modification, Pediatric Nursing, 33, 303-306.

DNPC

*

DNPC