Description
I want the first draft in 24hrs and the rest is due as I updated you. Please do it very professionally as I have to be presenting this. My topic is Therapeutic Communication in Psychiatry patients. The literature should be uptodate and should be very relevant to the topic. Please follow the rubric and instructions for full points.
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CAP Instructions and Rubric
Description: The Clinical Application Project (CAP) is an opportunity for the BSN student to
identify an issue, topic, or challenge that is relevant to their Role Transition clinical placement.
The student will examine the research related to their topic and investigate the literature
regarding a potential solution for, or intervention to improve, the issue. The student then creates
a final project, intervention, or solution to their identified topic. They will present their work in a
professional paper and electronic poster which will be presented via video.
Step-by-step directions:
1. Identify a problem, issue, concern, or area for improvement relevant to your clinical
setting. Consult with your RN preceptor and ResU clinical faculty regarding your topic.
Your clinical faculty must approve the topic before work is initiated.
2. Educate yourself about the importance of your topic to nursing and your particular
clinical placement. Whenever possible, you will want to include facts, statistics etc.
relevant to your
3. Critically analyze the literature related to the area of concern.
4. Identify possible solutions to the selected area of concern, based on the evidence in the
literature.
5. Review each for its strengths, weaknesses, and feasibility.
6. Select one solution.
7. Engage in the necessary work for this quality improvement project (e.g., develop a new
form and identify approvals required for its use). Although students may not have enough
time to actually implement their entire project or quality improvement activity, the final
work product should clearly outline the plan for implementation, including a timeline.
Students will provide evidence of their work by submitting the product of their (e.g.,
educational program outline, instructional pamphlet, nursing form, pocket resource, new
policy, patient or family focused education, etc.)
The student will create an electronic poster which visually represents the clinical application
project. The e-poster displays similar components as the paper, but in a very concise and visually
pleasing design. Further guidelines and instructions for the e-poster are included in the document
entitled “e-Poster Creation”.
The final paper and electronic poster are graded according to the specifics contained in the
following grading rubric. Due to the pandemic, e-poster presentations will not take place on
campus. Instead, students will present via video and upload to Brightspace.
CAP Instructions and Rubric
Grading criteria for PAPER
Points
Introduction
• Introduces topic and provides overview of the issue (2
pts.)
• Discusses why this issue is pertinent to the particular
/7
unit/organization and what led student to choose the topic
(2 pts.)
• Identifies unit, manager, etc. support for the project (1 pt.)
• Identifies how the project will specifically benefit the
unit/organization (2 pts.)
Literature review: topic/issue
• Includes two recent articles (less than 5-7 years) from
professional nursing or health sciences journals (2 pts.)
/10
• For each article: provides brief summary and discusses
how the article is pertinent and relevant to the topic/issue
(4 pts./each article=8 total)
Literature review: solution/intervention
• Includes two recent (less than 5-7 years) articles from
professional nursing or health sciences journals (2 pts.)
• For each article: provides brief summary and discusses
/12
how the article is pertinent and relevant to the solution or
interventions (4 pts./each article=8 total)
• Articles support the student’s chosen solution or
intervention (2 pts.)
Implementation/intervention
• Clearly describes final project or intervention (2 pts.)
• Outlines specific steps to implement final
/11
project/solution, including timeline for how the project
could be “rolled out” (4 pts.)
• Discusses how the project will address/improve the
clinical issue (2 pts.)
• Discusses future follow-up, evaluation, and/or
measurement of the impact of the project (3 pts.)
Paper mechanics
• Incorporates required content in a 4-5-page paper (not
including title page and reference page) (2 pts.)
/10
• Follows correct APA:
o Proper title page (1 pt.)
o Appropriate text spacing, font size, headings,
and in-text citations (2 pts.)
o Formatted reference page (2 pts.)
• Writes clearly; uses correct grammar, spelling, and
punctuation; avoids first person voice (3 pts.)
Comments
Grading criteria for e-POSTER
Points
Topic/issue
• Clearly displays the topic or issue (2 pts.)
/7
• Includes general information about the topic or issue
(2 pts.) *
• Communicates specifics about why it is pertinent to the
particular unit or organization (2 pts.) *
• States institutional support (1 pt.)
*If applicable, poster uses appropriate graphic or visual
which conveys national or local data, trends, organization or
unit statistics, etc.
Literature review of the topic/issue
• Includes literature support of the topic or issue (1 pt.)
/6
• Summarizes most important point(s) of each article (4
pts.)
• Clearly connects authors with literature points (1 pt.)
Solution/intervention
• Clearly outlines solution and presents as feasible (3 pts.)
/6
• Includes literature support of chosen solution (2 pt.)
• Clearly connects authors with solution literature (1 pt.)
Implementation
• Identifies and explains final project and attaches a copy of
“work product” (in-service handouts, pamphlet, form,
/10
pocket card, for example) (4 pts.)
• Specifically describes how the final project would be
implemented, including timeline for “roll-out” (2 pts.)
• Describes how the impact of the project could be
measured or evaluated (2)
• Addresses the future implications of the project for the
unit and/or nursing in general (2 pts.)
e-Poster mechanics
• Professional looking: follows elements of e-poster
construction; organized and clear layout that flows well (2
pts.)
/6
• Visually appealing: words and graphics are easy to see;
appropriate use of color (2 pts.)
• Student’s name, Resurrection University and project site
are clearly identified (1 pt.)
• Reference page is complete, in proper APA format, and
submitted with the e-poster (1 pt.)
TOTAL
/85
Comments
Weekly Adaptive Quizzing Instructions
1.
2.
3.
4.
5.
6.
Login to ATI.
Go to My ATI → Test tab → Learning System 3.0 tile
Choose “Dynamic Quizzing” in the pop up.
On your Dashboard, choose the blue button “New Custom Quiz”
Choose the settings in the screenshot below.
Name your quiz LASTNAME CAT Week X
7. Once you have completed your weekly quiz, go back to your Dashboard and take a
screenshot of the quiz and results. See an example below. Note the quiz name in the
screenshot does not follow the naming convention in these instructions. This screenshot
is for illustrative purposes only.
IMPORTANT NOTE: This is an adaptive quiz that is like the test-taking experience for
NCLEX. Although 1000s of questions are in the test bank, your exam may end with 75
questions. If the exam is unable to gauge your performance (for example, if keep alternating
between correct and incorrect questions equally), you will continue to get questions so stop at
150.
To be clear, your exam could end at 75 questions, at 265 questions, or somewhere in between.
Therefore, it is important to do your best on the adaptive quiz. STOP @ 150
ATI’s instructor information states that student results on the adaptive quiz do not indicate
NCLEX performance. What that means is that if your quiz ends at 75 questions, that does not
mean you will easily pass NCLEX at 75 questions. ATI and NCLEX do not use the same
algorithms for basic competency.
Your screen shot must show the section and the number of questions completed.
CAP Draft Instructions
Students submit two drafts of their CAP paper during the term. The student’s clinical instructor
reviews the drafts and provides feedback. Each draft earns a maximum of 5 points. Consult the
“CAP Instructions and Rubric” document for guidance on content.
1st draft contains:
• Introduction
• Literature review of the topic/issue
The first draft includes proper APA-styled citations for the articles referenced. It does NOT need
to include an APA-styled title page; however, this is a requirement for the final paper.
2nd draft contains:
• Literature review of the solution/interventions
• Implementation/intervention
The second draft includes proper APA-styled citations for the articles referenced.
Instructor Feedback
• These drafts are an opportunity for the instructor to tell the student if they are on the right
track for content, writing, and formatting.
• The drafts are not an opportunity to receive detailed corrections on content and APA
style.
Students are encouraged to seek writing/APA assistance from the APA Publication Manual,
ResU’s lib guides, the Online Writing Lab (OWL) at Purdue, or through the TutorMe resource
found on the landing page of Brightspace.
Grading criteria
CAP drafts will be assessed using the following criteria. Late submissions will lose up to 10%
for every day submitted past the due date.
4-5 points: very good/good
Draft follows all instructions; includes the required content contained in the CAP rubric. Writing
is cohesive. Draft may have one or two deficiencies in completeness, content, writing mechanics,
or APA format.
3 points: average
Draft follows most instructions; includes most of the required content contained in the CAP
rubric. Writing may need improvement. Draft has three or four deficiencies in content, writing
mechanics, or APA format.
1-2 points: deficient
Assignment is submitted but does not follow directions, lacks content, and/or is incomplete.
0 points: Nothing submitted
CAP Draft Instructions
Students submit two drafts of their CAP paper during the term. The student’s clinical instructor
reviews the drafts and provides feedback. Each draft earns a maximum of 5 points. Consult the
“CAP Instructions and Rubric” document for guidance on content.
1st draft contains:
• Introduction
• Literature review of the topic/issue
The first draft includes proper APA-styled citations for the articles referenced. It does NOT need
to include an APA-styled title page; however, this is a requirement for the final paper.
2nd draft contains:
• Literature review of the solution/interventions
• Implementation/intervention
The second draft includes proper APA-styled citations for the articles referenced.
Instructor Feedback
• These drafts are an opportunity for the instructor to tell the student if they are on the right
track for content, writing, and formatting.
• The drafts are not an opportunity to receive detailed corrections on content and APA
style.
Students are encouraged to seek writing/APA assistance from the APA Publication Manual,
ResU’s lib guides, the Online Writing Lab (OWL) at Purdue, or through the TutorMe resource
found on the landing page of Brightspace.
Grading criteria
CAP drafts will be assessed using the following criteria. Late submissions will lose up to 10%
for every day submitted past the due date.
4-5 points: very good/good
Draft follows all instructions; includes the required content contained in the CAP rubric. Writing
is cohesive. Draft may have one or two deficiencies in completeness, content, writing mechanics,
or APA format.
3 points: average
Draft follows most instructions; includes most of the required content contained in the CAP
rubric. Writing may need improvement. Draft has three or four deficiencies in content, writing
mechanics, or APA format.
1-2 points: deficient
Assignment is submitted but does not follow directions, lacks content, and/or is incomplete.
0 points: Nothing submitted
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