Assignment Instructions:

Follow the instructions to complete the assignment. Refer to the Course Schedule for the due date.

1. Review the scoring guide for grading criteria by selecting the title and then select View Rubric on the right side of the page.
2. Include the following in your paper (and include each bolded item as a APA-formatted Level 1 heading above each section):
3. A title page (per APA)
4. Briefly describe and differentiate between the main types of theories in nursing (i.e., grand, middle-range, and practice).
5. An introduction, setting up your chosen topic (your proposed evidence-based practice project).
6. Identification of an issue from your advanced nursing practice population (use the problem you identified in M2, or a new issue if you have discarded or changed this one).
7. A brief discussion of an appropriate middle-range theory (see the Nursing Theories’ resources in your assigned readings) to guide your topic.
8. A decision on an outcome(s) that can be used to evaluate the care’s effectiveness. Be specific and make sure that your outcome is measurable. Provide a reference from a specific empirical article to support your outcome and the measurement of this outcome.
9. A description or summary of implications for practice as to how your theory choice reduces the theory-practice gap.
10. A clear summary of the paper.
11. A reference page including at least three (3) peer-reviewed journal articles.
12. Cite all information included in the paper. If you state a fact, it should be cited (Smith, 2025). If you are not familiar with proper citing of material, please carefully review the APA manual and/or consult other sources for help.
13. Avoid asking questions in a formal paper. State facts and provide commentary.
14. 1st Person is acceptable for this paper and the remaining papers in this course. Please don’t use “we” though.
15. Use APA format, including double-spaced
16. APA Guidance (beyond the APA manual):
17. No more than six pages, including the title page and reference page.

References:

Chan, G. J., Valsangkar, B., Kajeepeta, S., Boundy, E. O., & Wall, S. (2016). What is kangaroo mother care? Systematic review of the literature. Journal of Global Health, 6(1), 19.

• Masters, K. (2015). Nursing Theories: A Framework For Professional Practice (2nd ed.). Jones & Bartlett Learning.
• Boundy, E. O., Dastjerdi, R., Spiegelman, D., Fawzi, W. W., Missmer, S. A., Lieberman, E., Kajeepeta, S., Wall, S., & Chan, G. J. (2016). Kangaroo mother care and neonatal outcomes: A meta-analysis. Pediatrics, 137(1), e20152238.
• Masters, K. (2015). Nursing theories: A framework for professional practice (2nd ed.). Jones & Bartlett Learning.
• McMillin, A., et al. (2024). Reimagining kangaroo care for preterm infants: A novel garment for safe and comfortable bonding. Children, 11(11), 1392.
• Sey, R., & Coughlin, M. (2025). Improving kangaroo care implementation in neonatal intensive care units: A quality improvement approach. Advances in Neonatal Care.
• Tas Arslan, F., et al. (2024). Effects of kangaroo care on physiological stability and comfort in preterm infants. Journal of Pediatric Nursing.

OTHER INSTRUCTIONS:

I just need the assignment rewritten/reworded to not detect AI or plagiarism for Turnit in.com.

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• this is my final paper for my Masters in eduction in nursing.

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Titile – Medication Education during bedside shift report

PICOT Question – Among registered nurses on the CPCU unit (P), does education and implementation of a structured medication teaching framework during bedside shift report (I) versus usual practice without the use of standardized education (C) improve nurse competence and consistency in medication education (O) in four to six weeks (T)?

The MSN Nurse Educator practicum project aims at educating the nursing staff at the Cardiac Progressive Care Unit (CPCU) to consistently involve the use of the standardized medication education in the process of bedside shift report. Although bedside shift report is an evidence-based practice, which has been known to improve interaction with patients and foster safety, medication information transfer during handoff is inconsistent. Medication name, purpose, and potential side effects may lead to a lack of awareness in patients and a low level of satisfaction with the received care (Anshasiand Almayasi, 2024; Abt et al., 2025).

To fill this gap, the project lead will develop and provide specific educational interventions that will equip the nursing staff with the ability to reliably integrate medication education into bedside shift report. The instructional materials will focus on clinical significance of medication discussion in handoff, components of medication education, and application of simple patient friendly language to facilitate understanding. The Plan-Do-Study-Act (PDSA) model will be used as the basis of education to guide the process of implementing and assessing the changes in practice through an iterative process and to improve the behavior of the staff in accordance with the set goals (Gheisari et al., 2025; Parozzi et al., 2025).

3. BACKGROUND

Communication is one of the cornerstones of patient centered and safe nursing care and is closely associated with a better patient satisfaction and a better patient outcome. The evidence based practice of bedside shift report is already firmly present in literature since it promotes transparency, enhances patient engagement, and decreases the number of errors associated with communication.

Despite such advantages, the research shows that medication education at bedside shift report is often irregular and not standardized. Change in the communication that nurses use when discussing medications can be caused by lack of adequate time, conflicting demands of the clinical environment, or even a lack of a systematic direction. Such discrepancies in the process of medication communication during the interaction on handover in the specialty practice environment indicate that critical information is frequently omitted or is not brought to the attention of the patient (Braaf et al., 2015). These misunderstandings in medication communication have been linked to reduced patient understanding, suboptimal adherence, and lower satisfaction with care effects, which is especially strong in patients with limited health literacy (Anshasi and Almayasi, 2024; Trill, 2025).

The significance of the effective medication communication is also highlighted by the survey identified as the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS), which explicitly measures the attitude of patients to the quality of medication explanation including side effects. This highlights why there is the need to have clear, consistent, and reliable communication practices regarding bedside handoff in matters of medication education. Nurse educators can help to close this gap through specific educational interventions that will facilitate standardized communication over medication (Gheisari et al., 2025; Parozzi et al., 2025; Trill, 2025).

The practicum project is a direct reaction to a identified educational requirement of the Cardiac Progressive Care Unit (CPCU). The project will sustain positive results in communication practices by providing evidence based methods to the nursing staff to incorporate medication education into their daily bedside shift report. The importance of education of the staff, instead of human level intervention, is in a close correlation with the MSN Nurse Educator position and supports the greater objective in promoting safety, patient comprehension and the overall experience of care.

4. PROJECT METHOD

Project Design

This project will use a nurse led educational quality improvement design focused on staff development and practice change. The PlanDoStudyAct (PDSA) model will guide implementation and evaluation.

Educational Framework

Adult Learning Theory will guide the educational approach, recognizing nurses as selfdirected learners who benefit from education that is relevant, experience based, and immediately applicable to practice.

Teaching Methods and Educational Tools

The educational intervention will utilize multiple evidence-based teaching strategies to support adult learners and promote retention and practice change. Teaching methods will include:

Brief in-person in-service education sessions to introduce the rationale, expectations, and standardized approach to medication education during bedside shift report

PowerPoint presentations to visually reinforce key concepts and ensure consistency of content

Quick-reference tip sheets and flyers summarizing essential medication education elements (medication name, purpose, and safety considerations)

odal education enhances knowledge retention and translation into clinical practice (Knowles et al., 2015; Melnyk & Fineout-Overholt, 2019).

Unit-based posters to reinforce expectations and sustain awareness of the practice change

These methods are supported by adult learning theory and existing literature demonstrating that multim

Post-Project Nurse Feedback Questionnaire

The project will be based on the nurse led educational quality improvement design aimed at the formation of knowledge of the nursing staff and the implementation of sustainable communication practices changes. The Plan-Do-Study-Act (PDSA) model will be used to carry out and assess the intervention and to implement the necessary changes through the feedback of the staff and the observed results.

Educational Framework

The learning strategy is based on the Adult Learning Theory, which acknowledges the fact that nurses are self-confident, experience-oriented learners that respond to learning that is relevant, practical, and can be instantly applied in clinical practice. The framework allows applying multimodal learning options that involve people in using different formats depending on their preferences to learning (Knowles et al., 2015).

Learning Methods and Educational resources.

The educational intervention will make use of several evidence-based teaching methods and tools to uphold the knowledge acquisition, retention and translation into practice. These include:

Short face-to-face in-service training on the purpose and expectations, as well as on the pattern to use when adding medication education during bedside shift report.

Use PowerPoint presentation to have meaningful ideas supported by pictures and to deliver a uniform message.

Summative tip sheets and handouts summary of key aspects of medication education, such as: medication name, purpose, and critical safety precautions.

discussions.

The unit based posters were in strategic places to strengthen the expectations and support the remembrance of the practice change.

These multimodal approaches coincide with the theory of adult learning, and they are backed by the existing literature that proves the effectiveness of different educational strategies to improve knowledge retention and a subsequent transfer of learning to clinical practice (Gheisari et al., 2025; Parozzi et al., 2025; Trill, 2025; Melnyk and Fineout-Overholt, 2019).

Intervention (Staff Education)

The nurse educator will plan and implement a learning module on CPCU nursing staff, based on the instruction about the incorporation of the medication education into the process of the bedside shift report. Educational learning materials will focus on the need and significance of medication discussions during handoff, keys to effective medication education, and patient centered communication. The instruction will be in the form of short in service, which will be supported by the standardized educational resources and job aids.

Implementation

Upon the completion of the educational sessions, the nursing staff will start integrating the improved medication education factors within their daily bedside shift report. Continued assistance by the nurse educator will be provided to orient practice, clarify issues, and encourage uniformity in the implementation process.

Data Analysis and Collection

The anonymous survey will be conducted to nursing staff following the intervention to assess their level of knowledge and confidence as well as their perceptions of how the education will influence their practice. The analysis of the results of the survey will be conducted in a descriptive manner, revealing the trends and the areas to improve. Besides this, unit level HCAHPS medication related communication scores will be examined descriptively as a secondary observational measure to investigate possible changes after implementation.

References

Abt, M., Schneider, P., Martin, L., Delmas, P., & Ortoleva Bucher, C. (2025). I-PASS-structured bedside nursing handovers: A type-1 effectivenessimplementation hybrid pilot study. Journal of Advanced Nursing.

Anshasi, H., & Almayasi, Z. A. (2024). Perceptions of patients and nurses about bedside nursing handover: A qualitative systematic review and meta-synthesis. Nursing Research and Practice, 2024, Article 3208747.

Braaf, S., Rixon, S., Williams, A., Liew, D., & Manias, E. (2015). Medication communication during handover interactions in specialty practice settings. Journal of Clinical Nursing, 24(19-20), 28592870.

Gheisari, F., Farzi, S., Tarrahi, M. J., Momeni-Ghaleghasemi, T., Farzi, S., Nazari, F., & TajmirRiahi, R. (2025). The effect of an ISBAR-based clinical supervision model during handover on clinical decision-making and self-efficacy of nursing internship students: A quasi-experimental study. BMC Medical Education, 25, 815.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). Routledge.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Parozzi, M., Meraviglia, I., Ferrara, P., Morales Palomares, S., Mancin, S., Sguanci, M., Lopane, D., Destrebecq, A., Lusignani, M., Mezzalira, E., Bonacaro, A., & Terzoni, S. (2025). Effectiveness of a gamification-based intervention for learning a structured handover system among undergraduate nursing students: A quasi-experimental study. Nursing Reports, 15(9), 322.

Trill, K. L. (2025). Innovative bedside shift reporting: Utilizing the Mad LibsTM SBAR tool for students. Nurse Educator, 50(2), 66.

Nelson, M. M. A. (2019). Utilization of bedside shift report to decrease medication errors on a cardiac progressive care unit [Doctoral dissertation, Abilene Christian University]. Digital Commons @ ACU. .

Instructions

1. Choose a health assessment measure.
2. For the measure, provide:

• A brief overview of the measure (purpose, target population, how it’s administered)
• A discussion of its strengths and limitations in clinical practice
• An evaluation of its cultural sensitivity and applicability to diverse populations

1. Conclude with recommendations for improving this measure or developing a new one to address any gaps you’ve identified.
2. Explain how this health assessment measure applies across the lifespan, considering its relevance and adaptability for different age groups.

https://video.alexanderstreet.com/p/k27KQvjpN

<iframe src=”https://video.alexanderstreet.com/wayf?redirect=https://video.alexanderstreet.com/embed/training-title-48&account_id=14872&usage_group_id=95102″ width=”640″ height=”420″ frameborder=”0″ allow=”encrypted-media *; autoplay *; fullscreen *” allowfullscreen></iframe>

https://video.alexanderstreet.com/embed/training-title-48

Review this weeks Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.

Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.

By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the Case History Reports document, keeping the requirements of the evaluation template in mind.

Consider what history would be necessary to collect from this patient.

Consider what interview questions you would need to ask this patient.

Identify at least three possible differential diagnoses for the patient.

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

Objective: What observations did you make during the psychiatric assessment?

Assessment: Discuss the patients mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.

HPI: WG is a 41-year-old female who brought herself into the ER last night asking to “detox from vodka.” She tells you she has a long-standing history of alcohol dependence with multiple relapses. She also reports that she has experienced alcohol withdrawal seizures before.

Current CIWA-Ar is 17.

PMH: She denies any past medical history

Labs: Indicates hepatic insufficiency (LFTs x3 ULN). All other lab work is normal.

Current Medications: She denies taking any medications.

Group 2

In what setting will she be managed?

How will you manage this patient’s withdrawal syndrome? (Please be specific. Do not give vague or generalized treatment plans; choose a treatment and explain why you chose it instead of any other options)

Scholarly articles no older than 5 years.

Must use Articles that have DOI numbers

Please ensure that the in-text citation matches the references listed

You must double-check the APA format to ensure it is done correctly and listed alphabetically.

3 references needed

PLEASE DO NOT USE AI, PROFESSORS USES ADVANCED GPT ZERO********* I also uses about 3 advanced tools to check for Ai

• Describe the differences between Naloxone, Naltrexone, and Buprenorphine/Naloxone (Suboxone).
• Include the properties of each, their classification, mechanism of actions, onset, half-life, and formulations (routes of delivery).
• Please discuss the implications of differences in the clinical setting (including pre-hospital)

Scholarly articles no older than 5 years.

Must use Articles that have DOI numbers

Please ensure that the in-text citation matches the references listed

You must double-check the APA format to ensure it is done correctly and listed alphabetically.

3 references needed

PLEASE DO NOT USE AI, PROFESSORS USES ADVANCED GPT ZERO********* I also uses about 3 advanced tools to check for Ai

https://video.alexanderstreet.com/p/k27KQvjpN

<iframe src=”https://video.alexanderstreet.com/wayf?redirect=https://video.alexanderstreet.com/embed/training-title-48&account_id=14872&usage_group_id=95102″ width=”640″ height=”420″ frameborder=”0″ allow=”encrypted-media *; autoplay *; fullscreen *” allowfullscreen></iframe>

https://video.alexanderstreet.com/embed/training-title-48

Review this weeks Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.

Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.

By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the Case History Reports document, keeping the requirements of the evaluation template in mind.

Consider what history would be necessary to collect from this patient.

Consider what interview questions you would need to ask this patient.

Identify at least three possible differential diagnoses for the patient.

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

Objective: What observations did you make during the psychiatric assessment?

Assessment: Discuss the patients mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.

Problem Statement (PICOT)

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

Develop a 59 page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also be required to submit your completed practicum hours using Capella Academic Portal.

Collapse AllIntroduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

For the first section of your final capstone project, you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.

First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.

Note: You must submit a minimum of 40 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.

Preparations

• Read . This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• Refer to to search for potential topic ideas.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
• What population do you feel has the greatest need, as you reflect on your work in the field? Why? Is the need across the population, or within a specific setting?
• What interventions already exist for the selected population? Are they effective? Why or why not?
• How will site support from your practicum and your preceptor support your goals and objectives?

Context

For the first section of your final capstone project, you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course. The discussion from Week 1 will have helped you brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.

Some examples of appropriate projects are:

• Community-based intervention to address teen pregnancy among rural communities.
• School-based intervention to address opioid use and overdose prevention.
• Educational program to help nurses implement IV best practices in the emergency room.
• Policy proposal to remove barriers for access to health care and health equity in specific communities.
• Training program for new nurses regarding psychological personal protective equipment.
• Curriculum to educate young Latina women, ages 1824, about HIV prevention.
• Development of mobile technology and mental health interventions to address the rise in depression and anxiety during the pandemic.

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the rubric and the to better understand how each criterion will be assessed.

Reminder: These instructions are an outline. Your heading for this section should be titled Problem Statement and not Part 1: Problem Statement.

Part 1: Problem Statement (23 pages)

Need Statement (1 paragraph).

• Analyze a health promotion, quality improvement, prevention, education or management need.

Population and Setting (12 paragraphs).

• Describe a target population and setting in which an identified need will be addressed.

Intervention Overview (12 paragraphs).

• Explain an overview of one or more interventions that would help address an identified need within a target population and setting.

Comparison of Approaches (12 paragraphs).

• Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.

Initial Outcome Draft (1 paragraph).

• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Time Estimate (1 paragraph).

• Propose a rough time frame for the development and implementation of an intervention to address and identified need.

Part 2: Literature Review (1015 resources, 36 pages)

• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• Evaluate and synthesize resources from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.

Address Generally Throughout

• Communicate a problem statement and literature review in a way that helps the audience understand the importance and validity of a proposed project.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the timesheet. By placing the hours into CAP, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

Submit your CAP practicum hours timesheet showing a minimum of 40 confirmed hours per assessment.

Reminder: Only confirmed hours will be considered for grading.

You will not receive a grade for this assessment without a practicum hours timesheet showing a minimum of 40 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if they have any questions or concerns.

Additional Requirements

• Length of submission: 59 pages, double spaced.
• Number of resources: Minimum of 1015 resources. (Your final project submission will require 1218 unique sources across all sections.)
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels. Refer to for more guidance.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing the cost of care.
• Analyze a health promotion, quality improvement, prevention, education, or management need.
• Propose a rough time frame for the development and implementation of an intervention to address an identified need.
• Demonstrate completion of hours toward the practicum experience.
• Competency 2: Evaluate and apply the best available evidence for use in clinical and organizational decision making.
• Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
• Competency 3: Drive process improvements to lead a culture of safety and quality.
• Explain an overview of one or more interventions that would help drive quality and safety improvement related to an identified need within a target population and setting.
• Competency 4: Design person centered and population centered care to improve health outcomes and advance health equity.
• Describe a target population and setting in which an identified need will be addressed.
• Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
• Competency 5: Integrate strategies to improve communication and collaboration among team members to optimize care and strengthen outcomes.
• Analyze potential interprofessional communication and collaboration strategies in an initial intervention overview with regard to their possibilities to meet the needs of the project, population, and setting.
• Competency 7: Evaluate how health policy, advocacy, legal standards, and ethical practice advance the nursing profession.
• Evaluate and synthesize resources from diverse sources illustrating existing health policy, legal standards, and ethical practices that could impact the approach taken to address an identified need.
• Competency 8: Communicate effectively, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
• Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
• Correctly format the assessment, citations, and references using APA style.