NURS-FPX4902: Assessment 2 – Capstone Project Proposal
Assessment Overview This assessment requires you to develop a comprehensive project proposal addressing a real-world patient, family, or population health problem. The proposal must integrate evidence-based practice (EBP), leadership principles, and interprofessional collaboration to propose a feasible solution. Focus on a specific clinical issue from your practicum experience, such as chronic disease management, healthcare disparities, or quality improvement initiatives. The proposal should demonstrate your ability to apply BSN-level competencies in analysis, planning, and ethical decision-making. Word count: 3,000–4,000 words (excluding references). Due: End of Week 4 in the course module. Format: APA 7th edition.
Instructions
- Problem Identification: Select and describe a healthcare problem observed in your clinical setting. Provide background data (e.g., prevalence, impact on stakeholders) supported by current literature (2019–2025). Explain why this problem warrants a capstone project.
- Literature Review: Synthesize 8–10 peer-reviewed sources to analyze the problem’s root causes, existing interventions, and gaps in current practice. Use a matrix or table to compare evidence levels (e.g., RCTs, systematic reviews).
- Proposed Solution: Outline a detailed intervention plan, including objectives, timeline, resources needed, and evaluation metrics. Incorporate EBP models (e.g., Iowa Model, PICO framework) and address potential barriers.
- Implementation and Evaluation: Discuss strategies for stakeholder engagement, ethical considerations (e.g., HIPAA compliance, equity), and methods for measuring outcomes (e.g., pre/post surveys, cost-benefit analysis).
- Professional Accountability: Reflect on how the project aligns with nursing standards (e.g., ANA Code of Ethics, QSEN competencies) and your role as a baccalaureate-prepared nurse. Submit via the course portal with a title page, abstract (150–250 words), and reference list. Use headings to mirror this rubric for clarity.
Scoring Rubric Assessments are graded on a 4-point scale: 0 (Non-Performance), 1 (Basic), 2 (Proficient), 3 (Distinguished). Total points: 100.
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| Criterion | Non-Performance (0) | Basic (1) | Proficient (2) | Distinguished (3) | Weight |
|---|---|---|---|---|---|
| Problem Identification and Justification | Does not identify a relevant problem or provide supporting data. | Identifies a problem with minimal data or justification. | Clearly identifies a specific problem with relevant data and rationale from practice. | Insightfully identifies a problem with comprehensive data, stakeholder analysis, and alignment to BSN competencies. | 20% |
| Literature Review and Evidence Synthesis | Lacks sources or synthesis. | Includes few sources with basic summary. | Synthesizes 8+ credible sources, identifying gaps. | Critically synthesizes high-quality, recent sources using tools like matrices; highlights innovative gaps. | 25% |
| Solution Design and Feasibility | Proposal is vague or unrealistic. | Describes a basic intervention with some details. | Designs a feasible plan with objectives, timeline, and resources. | Crafts an innovative, evidence-driven plan with risk mitigation and interprofessional integration. | 25% |
| Implementation, Evaluation, and Ethics | Omits key elements. | Addresses basics superficially. | Outlines strategies, metrics, and ethics adequately. | Provides robust, measurable evaluation with ethical foresight and sustainability focus. | 15% |
| Professional Communication and APA Format | Multiple errors; poor organization. | Some errors; basic structure. | Clear, organized writing with minor errors; APA compliant. | Exemplary writing: concise, persuasive, error-free; seamless APA integration. | 15% |
Additional Guidance
- Align your proposal with FlexPath competencies for self-paced learners.
- Consult the Capella Writing Center for APA support.
- Example Topic: “Reducing Readmission Rates for Heart Failure Patients through Telehealth Education.”
References
Bodenheimer, T. and Sinsky, C., 2019. From triple to quadruple aim: care of the patient requires care of the provider. Annals of Family Medicine, 17(4), pp. 377-378. Available at: <https://www.annfammed.org/content/17/4/377> [Accessed 7 November 2025].
Dang, D., Dearholt, S.L., Bissett, K., Ascenzi, J. and Pronovost, P., 2021. Conducting a systematic review and gap analysis to inform an evidence-based best practice bundle for promoting safe sleep in hospitals. Journal of Nursing Care Quality, 36(2), pp. 97-103. Available at: <https://journals.lww.com/jncqjournal/fulltext/2021/04000/conducting_a_systematic_review_and_gap_analysis_to.1.aspx> [Accessed 7 November 2025].
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McCarthy, C., Babcock, E. and Lancaster, R., 2022. Building nurse leader capacity in quality improvement: Lessons from a capstone project. Journal of Nursing Education and Practice, 12(5), pp. 45-52. Available at: <https://www.sciedupress.com/journal/index.php/jnep/article/view/21234> [Accessed 7 November 2025].
Patelarou, A.E., Mechili, E.A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., Bartosiewicz, A., Ramos-Morcillo, A.J., Naumovska, A., Kelemen, O., Pajnkihar, M., Patelarou, E. and the RISE Project collaborators, 2020. Nurse managers’ competencies: a scoping review. BMC Nursing, 19(1), p. 103. Available at: <https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-020-00465-7> [Accessed 7 November 2025].
Titler, M.G., 2020. Translation science and implementation science: Review, development, and application. Annual Review of Nursing Research, 38(1), pp. 37-60. Available at: <https://www.annualreviews.org/doi/abs/10.1146/annurev-nurs-032720-015226> [Accessed 7 November 2025].