NURS-FPX4015 Assessment 1
Volunteer Patient Identification and Waiver Submission

Capella University — BSN FlexPath | Pathophysiology, Pharmacology, and Physical Assessment: A Holistic Approach to Patient-Centered Care | 2025–2026

Assessment Overview

NURS-FPX4015 requires you to perform a comprehensive head-to-toe physical assessment on a volunteer mock patient and document your findings in a formal SOAP note — tasks that appear in Assessments 4 and 5 of this course. Before any of that clinical work can happen, however, Capella University requires you to formally identify a volunteer participant, obtain their informed consent, and submit a completed waiver form that meets specific legal and ethical standards. That is the purpose of Assessment 1.

Assessment 1 is not a written paper or a clinical analysis. It is an administrative compliance and ethics submission that protects you, your volunteer participant, and Capella University. Treating it lightly or rushing through it creates risks that ripple into every subsequent assessment in the course. A waiver that is incomplete, inaccurate, or submitted without proper signatures will be returned for revision, and since Assessments 4 and 5 cannot proceed without an approved volunteer, delays here can significantly affect your course timeline.

Read this brief in full before you begin recruiting a participant. The eligibility requirements, legal clauses, and procedural steps are all part of what is being assessed — not just the final signed document.

Assessment Requirements

To complete NURS-FPX4015 Assessment 1, you must do all of the following:

1. Identify an eligible volunteer participant who meets the criteria listed above and who is willing to be video recorded during a simulated head-to-toe health assessment
2. Explain the purpose and scope of their participation to the volunteer before they sign anything — specifically, that the video will be used solely for academic evaluation, that any health information they provide may be hypothetical or simulated (except vital signs taken in real time), and that they retain the right to withdraw consent
3. Complete the Capella University Waiver and Consent Form provided in your courseroom in full — all fields must be filled in; blank sections will result in a return for resubmission
4. Obtain the volunteer’s signature on the completed waiver form — both the student and the participant must sign and date the document
5. Submit the completed, signed waiver through the Assessment area of your NURS-FPX4015 FlexPath courseroom

You do not need to conduct the physical assessment yet. Assessment 1 is the prerequisite step. The actual video-recorded health assessment and SOAP note are completed later in the course (Assessments 4 and 5).

Capella University Waiver and Consent Form — NURS-FPX4015

The form below is the official Capella University Volunteer Patient Waiver for NURS-FPX4015. Complete all fields in full. Both signatures are required before submission.

HIPAA Compliance and Ethical Practice Guidance

Even though this is a simulated educational exercise involving a non-patient volunteer, HIPAA principles and professional ethical standards still govern how you handle any health-related information that arises during the assessment process. The following points are non-negotiable:

• Do not use real patient identifiers. You may not use data from any actual patient encounter in this or any subsequent NURS-FPX4015 assessment. All patient data must be hypothetical or based on your volunteer in the controlled simulation context only.
• Do not record the assessment in a clinical setting. The video must be made in a private, non-clinical environment. Recording in a hospital, clinic, or any healthcare facility is prohibited under Capella’s policies and creates significant HIPAA exposure.
• Hypothetical data is permitted and expected. Clause 3 of the waiver explicitly states that information beyond age and gender may be hypothetical. You and your volunteer are not required to disclose actual medical histories. Vital signs taken in real time, however, may reflect the participant’s true readings.
• Secure all signed documents. The completed waiver must be handled with the same confidentiality you would apply to any sensitive document. Do not post it publicly, share it electronically outside of your Capella courseroom, or allow third parties to access it.
• Obtain consent freely. If your volunteer shows any hesitation, address their concerns fully before proceeding. A coerced or pressured signature is not valid informed consent and undermines the ethical foundation of the assignment entirely.

Practical Guidance for Recruiting Your Volunteer

Many students find the recruitment process straightforward, but a few practical steps will save time and prevent the most common submission errors.

• Ask early. The waiver needs to be completed, signed, and submitted before you can progress to the clinical assessments. Waiting until the last minute to identify your volunteer is the most common cause of course delays in NURS-FPX4015.
• Choose someone you communicate with comfortably. A physical assessment involves palpation, auscultation, and discussion of health history. Your volunteer needs to feel comfortable enough with you to cooperate naturally for the video.
• Explain the assignment clearly before presenting the waiver. Your volunteer should understand that they are not receiving actual medical care, that their participation is entirely voluntary, and that the recording will only be seen by Capella University faculty. Informed consent means genuinely informed — not just a signature obtained quickly.
• Double-check every field on the form before submission. The most common reason for return-to-learner on Assessment 1 is a blank field, an unsigned line, or a missing date. Review the completed form line by line before uploading.
• Do not use a child, a patient, or a current care recipient as your volunteer under any circumstances. Capella’s courseroom documentation is explicit on this restriction, and any submission involving an ineligible participant will not be approved.

Competencies Assessed

While Assessment 1 is primarily an administrative compliance task, it addresses the following NURS-FPX4015 course competencies at the foundational level:

• Competency 3: Demonstrate ethical and legal nursing practice — addressed through the informed consent process, HIPAA-consistent handling of participant information, and compliance with Capella University’s institutional policies for human subjects in simulated clinical education
• Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes — addressed through the accurate, professional completion of a legal document that communicates the rights, responsibilities, and expectations of all parties involved in the simulation

Scoring Rubric — NURS-FPX4015 Assessment 1

Assessment 1 is evaluated at the criterion level against Capella’s four-tier performance scale. Because this assessment is a compliance document rather than a written analysis, the rubric focuses on accuracy, completeness, eligibility, and ethical process. A minimum Proficient rating on all criteria is required to advance in the course.

FlexPath Note: Assessment 1 must receive a Proficient or Distinguished rating on all four criteria before you can submit Assessments 2 through 5. If your submission is returned, read the instructor’s feedback carefully and correct every flagged item before resubmitting. Resubmissions are available without penalty within your FlexPath subscription term.

NURS 6512: Advanced Health Assessment

Week 4 Assignment – Focused SOAP Note and Differential Diagnosis

Course and Assessment Metadata

Course code/title: NURS 6512 – Advanced Health Assessment (graduate advanced practice core, Shadow Health integration)

Program level: MSN / APRN

Assessment label: Week 4 Assignment 1 – Focused SOAP Note (Assessment Task 2)

Assessment type: Individual patient case documentation using SOAP note template

Length requirement: 2–3 page focused SOAP note (approximately 800–1,200 words, excluding template headers), completed on assigned Shadow Health virtual patient or instructor case

Weighting: 25% of course grade (local program may adjust)

Submission format: Typed SOAP note using provided template, APA 7th ed. references, LMS submission

Assignment Overview

Advanced health assessment courses require structured SOAP documentation to develop diagnostic reasoning and clinical decision making. In Week 4, you will complete a focused assessment on an assigned adult patient case, generate a prioritized differential diagnosis list with supporting rationale, and propose an evidence-based management plan. The goal is to demonstrate concise yet comprehensive documentation that reflects graduate-level advanced practice expectations.

Focused SOAP notes require the clinician to synthesize subjective and objective findings into clear clinical judgments. Effective documentation reflects accurate data gathering, pattern recognition, and prioritization of potential diagnoses based on likelihood and risk. Diagnostic reasoning at the graduate level requires linking findings directly to pathophysiology and clinical guidelines, ensuring that the assessment and plan align with current evidence-based standards (Ball et al., 2023).

Learning Outcomes

On successful completion, you will be able to:

• Conduct and document a focused history and physical examination using appropriate clinical terminology.

• Synthesize subjective and objective data to generate a prioritized differential diagnosis list, including the most likely condition and a worst-case scenario.

• Formulate an evidence-based assessment and plan that addresses diagnostic testing, treatment, and patient education.

• Demonstrate graduate-level clinical reasoning in a structured SOAP note format suitable for electronic health records.

Case Assignment

Your instructor assigns a specific Week 4 case profile, such as a skin condition graphic, abdominal pain presentation, chest discomfort scenario, or neurological complaint, via course announcements or the Shadow Health platform. You must complete the focused assessment, documentation, and reasoning based strictly on the assigned case.

Example Case (For Reference Only – Use Your Assigned Case)

A 28-year-old African American woman presents with a three-week history of pruritic rash on bilateral inner thighs and groin, worsening with heat and friction. She denies systemic symptoms but reports mild tenderness on palpation.

Task Instructions

Use the provided Focused SOAP Note Template. Document findings clearly under each SOAP heading. Use clinical terminology and briefly justify diagnostic reasoning where required.

Subjective (S)

Include:

• Patient demographics (age, gender, ethnicity, occupation).

• Chief complaint in the patient’s own words.

• History of present illness using OLDCARTS or PQRST framework:

  • Onset

  • Location

  • Duration

  • Characteristics

  • Aggravating and alleviating factors

  • Timing

  • Severity

• Relevant past medical history.

• Medications and allergies.

• Social history.

• Family history.

• Focused review of systems related to the presenting concern.

Objective (O)

Include:

• Vital signs and general appearance.

• Focused physical examination findings using precise descriptors:

  • Inspection

  • Palpation

  • Percussion

  • Auscultation

• Pertinent negatives.

• Diagnostic tests performed, if applicable (labs, imaging, point-of-care tests).

Assessment (A)

Include:

• Three to four differential diagnoses, ranked in order of likelihood.

• At least one potential life-threatening or worst-case condition.

• One to two sentence rationale for each diagnosis, linking subjective and objective data.

• Clear statement of the most likely diagnosis.

Plan (P)

Include:

• Diagnostic tests or orders with rationale.

• Therapeutic interventions such as medications, referrals, or procedures.

• Patient education.

• Follow-up plan with timeframe.

• Health promotion and prevention strategies.

Formatting and Academic Integrity

• Length: 2–3 pages total using the SOAP template without unnecessary expansion.

• Style: Professional clinical language. APA 7th edition for references.

• References: Typically 2–3 scholarly sources.

• Template: Use the provided course template without altering structure.

• Integrity: Base documentation strictly on assigned case data. Do not fabricate information or introduce external patient details.

Analytic Scoring Rubric – Focused SOAP Note

Evaluation focuses on completeness, diagnostic reasoning strength, documentation clarity, and plan appropriateness.

Subjective Section (25 points)

• Exemplary (23–25): Complete demographics; full OLDCARTS; chronological and detailed HPI; focused ROS and comprehensive relevant history with pertinent negatives.

• Advanced (20–22): Minor omissions in HPI or history.

• Intermediate (17–19): Missing one or two HPI elements; history insufficiently focused.

• Novice (≤16): Vague complaint; significant history gaps.

Objective Section (30 points)

• Exemplary (27–30): Complete vitals and focused examination; precise terminology; includes pertinent negatives.

• Advanced (24–26): Minor technique omission.

• Intermediate (21–23): Missed one or two areas or vague descriptors.

• Novice (≤20): Multiple examination gaps or inaccuracies.

Assessment Section (20 points)

• Exemplary (18–20): Three to four logically ranked differentials including worst-case; each supported by data; most likely diagnosis clearly identified.

• Advanced (16–17): Strong differentials with one weak rationale.

• Intermediate (14–15): Limited differentials or insufficient justification.

• Novice (≤13): Unsupported or inappropriate differentials.

Plan Section (15 points)

• Exemplary (14–15): Diagnostics, treatment, education, and follow-up are comprehensive, prioritized, and evidence-based.

• Advanced (12–13): One component missing.

• Intermediate (10–11): Plan incomplete or poorly prioritized.

• Novice (≤9): Plan unsafe or largely absent.

Documentation and Scholarly Quality (10 points)

• Exemplary (9–10): Logical SOAP structure; accurate clinical terminology; correct APA formatting; concise and within length limits.

• Advanced (8): Minor errors.

• Intermediate (7): Several terminology or APA issues.

• Novice (≤6): Disorganized or multiple major errors.

(Model SOAP Segments – Not for Submission)

Subjective:
Patient is a 28-year-old African American female office worker presenting with a pruritic rash on bilateral inner thighs and groin folds for three weeks. Rash began as small red spots after a hot yoga class and progressed with increased itching, particularly after sweating or wearing tight clothing. Denies fever, weight loss, joint pain, or respiratory symptoms. Uses topical hydrocortisone intermittently without improvement. No known drug allergies. Takes daily multivitamin. No family history of skin cancer.

Objective:
Vitals stable (BP 118/76, HR 72, RR 16, Temp 98.6°F). Skin examination reveals symmetrical erythematous plaques with scale and satellite pustules in inguinal folds and upper inner thighs. Mild excoriations present. No induration, fluctuance, or regional lymphadenopathy. No mucosal involvement.

Assessment:

1. Intertrigo with candidal superinfection, most likely due to moist skin folds and classic satellite lesions.

2. Contact dermatitis, possible irritant from sweat or clothing.

3. Tinea cruris, dermatophyte infection presenting with erythematous plaques.

4. Cellulitis, worst-case scenario though less likely given absence of fever or spreading erythema.

Most likely diagnosis: candidal intertrigo (Ball et al., 2023).

Plan:
Perform KOH preparation and fungal culture if indicated. Initiate topical antifungal such as clotrimazole twice daily for two weeks. Advise moisture control, loose cotton clothing, and hygiene measures. Consider oral antihistamine for pruritus if needed. Follow up in one week or sooner if symptoms worsen.

Resources

Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S. and Stewart, R.W., 2023. Seidel’s guide to physical examination. 10th ed. St. Louis: Elsevier.

Murphy, M.B., Rosenberg, E., Aban, I. and Kovarik, C.L., 2021. Intertrigo and secondary skin infections. American Family Physician, 103(9), pp.539–546.

Usatine, R.P. and Riojas, M., 2019. Diagnosis and management of interdigital tinea pedis and intertrigo in the primary care setting. Journal of the American Academy of Dermatology, 81(5), pp.AB120.

Kottner, J., Blume-Peytavi, U., Lohrmann, C. and Halfens, R., 2018. Associations between individual characteristics and incontinence-associated dermatitis. International Journal of Nursing Studies, 78, pp.70–78.

Eichenfield, L.F. et al., 2014. Guidelines of care for the management of atopic dermatitis. Journal of the American Academy of Dermatology, 71(6), pp.1168–1193.

Bickley, L.S., 2021. Bates’ guide to physical examination and history taking. 13th ed. Philadelphia: Wolters Kluwer.

NURS 4220: Leadership Competencies in Nursing and Healthcare — Complete Assignment Brief, Discussion Posts, Practicum Discussions & Grading Rubrics

Course Overview

NURS 4220 is the capstone-adjacent leadership course in the Walden RN-BSN completion program. It requires students to take demonstrated leadership competency — not just theoretical knowledge — and apply it to real practice problems in their own healthcare organizations. The didactic thread introduces students to quality improvement science, just culture principles, leadership theory, organizational change, interprofessional collaboration, and QI data tools such as run charts and PDSA cycles. The practicum thread runs concurrently: students work on-site with an approved preceptor (BSN-prepared or higher) for 72 hours to design, execute, and present an evidence-based Quality and Safety Improvement Project to their interprofessional team.

The two threads are bridged through weekly Practicum Discussion posts that require students to connect course concepts to live project work. Written assignments build progressively — a Leadership Self-Assessment in Week 1, an Organizational Collaboration Paper in Week 3, a QI Analysis with run chart in Week 5, and a final Quality and Safety Project Presentation delivered at the practicum site in Week 6.

NURS-FPX4020 Assessment 1
Enhancing Quality and Safety

Capella University — BSN FlexPath | Improving Quality of Care and Patient Safety | 2025–2026

Assessment Overview

Healthcare organisations and the professionals who work within them are consistently working toward one central goal — keeping patients safe. And yet, the complexity of modern healthcare means that maintaining safety is never automatic. Systems fail, communication breaks down, and individual nurses often find themselves at the intersection of institutional pressure and patient vulnerability. Quality improvement measures and safety improvement plans exist precisely to address this reality, and baccalaureate-prepared nurses are expected to understand and drive them.

In this first assessment for NURS-FPX4020, you will develop a 3- to 5-page paper that examines a specific patient safety risk related to medication administration. You will analyse the factors that contribute to this risk, identify evidence-based and best-practice solutions from the literature, explain the nurse’s coordinating role in addressing the problem, and identify the stakeholders whose involvement is necessary to sustain any meaningful improvement.

Your starting point should be either a real situation from your current or previous clinical practice or a well-developed hypothetical scenario grounded in a healthcare setting you know. Either approach is acceptable, but the analysis must be specific — not generic. Broad discussions of “medication errors in general” will not satisfy the rubric at the Distinguished level. Specificity in both the problem and the solution is what distinguishes a proficient response from an exceptional one.

Assessment Instructions

As a baccalaureate-prepared nurse, you are responsible for identifying and implementing quality improvement and patient safety measures in your healthcare setting. For this assessment, you will analyse a current issue or clinical experience surrounding a medication administration safety risk and identify a quality improvement (QI) initiative that would address it. Your paper must address all of the following required content areas.

Required Content Area 1 — Factors Contributing to the Medication Administration Safety Risk

Identify and explain the specific factors that lead to the patient safety risk you have chosen. Your analysis must go beyond simply naming the problem. Address the following:

• Patient-level factors that increase vulnerability to the identified risk (e.g., polypharmacy, cognitive impairment, inability to self-advocate)
• Nurse- and provider-level factors that contribute to the risk (e.g., fatigue, skill-mix gaps, inadequate training on high-alert medications, communication failures during handoff)
• Organisational and systems-level factors that create or sustain the risk (e.g., inadequate staffing ratios, absence of clinical decision support systems, workflow interruptions, poor EHR usability)
• Support your analysis with peer-reviewed evidence — do not rely solely on anecdote or personal observation

This section maps to Competency 2: Analyse factors that lead to patient safety risks.

Required Content Area 2 — Evidence-Based and Best-Practice Solutions

Identify and explain evidence-based and best-practice solutions that directly address the medication administration safety risk you described. Your discussion must:

• Identify at least two specific, evidence-based strategies or interventions — not generalisations — that are supported by peer-reviewed literature
• Explain how each solution addresses the specific factors you identified in Content Area 1
• Address cost reduction where applicable — quality improvement that fails to consider resource sustainability will not be adopted at the organisational level
• Reference QSEN competencies, IOM standards, Joint Commission NPSGs, or comparable professional frameworks where relevant
• Cite all sources with in-text APA 7th edition citations; do not rely on unsupported claims

This section maps to Competency 1: Analyse the elements of a successful quality improvement initiative.

Required Content Area 3 — The Nurse’s Role in Care Coordination

Explain how nurses, in their role as coordinators of patient care, can increase patient safety with respect to medication administration and contribute to cost reduction. Address the following specifically:

• What direct care coordination activities can BSN-prepared nurses lead or participate in to reduce the identified safety risk?
• How does the nurse’s position at the point of care make them uniquely placed to identify and report safety gaps?
• What organisational mechanisms — safety huddles, incident reporting systems, shared governance structures, interdisciplinary rounds — should nurses leverage to sustain the improvement?
• How does effective nurse-led coordination reduce unnecessary costs associated with adverse events, extended length of stay, or preventable readmissions?

This section maps to Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.

Required Content Area 4 — Stakeholder Identification

Identify the specific stakeholders with whom nurses would need to coordinate to drive safety enhancements related to medication administration. For each stakeholder group identified, explain:

• Their role in contributing to or perpetuating the current safety risk
• Their role in implementing or sustaining the proposed improvement
• How nurses should approach collaboration with that group

Stakeholders typically include, but are not limited to: prescribing physicians and advanced practice providers, pharmacists, unit managers and nursing administration, informatics and EHR support teams, patients and families, and risk management or quality improvement officers. Do not simply list stakeholders — explain each relationship with specificity.

This section also maps to Competency 4: Identify stakeholders with whom nurses would coordinate to drive safety enhancements.

Submission Requirements

• Length: 3–5 pages of written content, not counting the APA title page or reference list
• Font and spacing: Times New Roman or Calibri, 12-point, double-spaced throughout, 1-inch margins on all sides
• APA title page: Required — include learner name, Capella University, course code, course title, instructor name, and date
• In-text citations: All paraphrased or quoted content must be cited in APA 7th edition format
• References: Minimum of 4 peer-reviewed or scholarly sources, all published within the last 5 years; formatted in APA 7th edition with DOI links where available
• APA headings: Use APA Level 1 or Level 2 headings to organise the four content sections of your paper
• File format: Submit as a Microsoft Word (.docx) file through the Assessment area of your NURS-FPX4020 FlexPath courseroom
• Writing standard: Clear, logical, professional academic writing with minimal grammatical errors and consistent APA adherence throughout

Before submitting, study the scoring guide below carefully. Knowing exactly what each performance level requires for each criterion allows you to self-assess your draft and target Distinguished across all criteria on your first attempt.

Competencies Assessed

This assessment maps directly to the following NURS-FPX4020 course competencies:

• Competency 1: Analyse the elements of a successful quality improvement initiative — addressed through the identification and application of evidence-based, cost-aware solutions to the medication administration safety risk
• Competency 2: Analyse factors that lead to patient safety risks — addressed through the systematic examination of patient, provider, and systems-level contributors to the identified risk
• Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs — addressed through the discussion of care coordination strategies and stakeholder identification
• Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care — assessed through writing quality, logical organisation, and APA formatting adherence throughout the paper

Scoring Rubric — NURS-FPX4020 Assessment 1

Each criterion below aligns with a course competency and is assessed at Distinguished (100%), Proficient (85%), Basic (75%), or Non-Performance (0%). A minimum Proficient rating across all criteria is required to pass this assessment. Resubmissions within your FlexPath subscription term carry no grade penalty.

FlexPath Grading Note: NURS-FPX4020 uses a competency-based pass/fail model. Assessments are rated Distinguished, Proficient, Basic, or Non-Performance per criterion. You must achieve at minimum a Proficient rating on all five criteria to pass. Resubmissions carry no penalty within your current subscription term, but delays caused by multiple resubmission cycles can affect your course completion timeline.

NURS 6521: Advanced Pharmacology

Week 3 Assignment – Asthma Pharmacotherapy and Stepwise Management

Course and Assessment Metadata

Course code/title: NURS 6521 – Advanced Pharmacology (graduate advanced practice core)

Program level: MSN / APRN / DNP-entry (US/Canada/UK/Australia compatible pharmacotherapy case)

Assessment label: Week 3 Assignment – Asthma and Stepwise Management (Assessment 2)

Assessment type: Individual written pharmacotherapy analysis and management plan

Length requirement: 2–3 page paper (approximately 800–1,000 words), aligned with current NURS 6521 stepwise approach expectations

Weighting: 20–25% of course grade

Submission format: APA 7th edition formatted paper, LMS upload

Assignment Overview

Advanced pharmacology courses emphasize stepwise management protocols for chronic respiratory conditions such as asthma. This Week 3 assignment requires you to describe the stepwise approach to asthma treatment, apply it to an assigned patient scenario, and explain how the model supports long-term control while minimizing exacerbations. The paper should demonstrate clinical reasoning, guideline integration, and pharmacologic justification tailored to patient-specific factors.

Asthma pharmacotherapy requires structured escalation and de-escalation of treatment based on symptom frequency, lung function, and exacerbation risk. The stepwise framework promotes individualized care by aligning anti-inflammatory and bronchodilator therapies with disease severity and control. Evidence-based guidelines emphasize inhaled corticosteroids as foundational therapy because they target airway inflammation, which is central to asthma pathophysiology (Global Initiative for Asthma, 2025). Applying this framework ensures safe optimization of therapy while reducing unnecessary systemic corticosteroid exposure.

Learning Outcomes

On successful completion, you will be able to:

• Describe the six-step GINA or NAEPP stepwise approach to asthma pharmacotherapy.

• Analyze patient factors influencing asthma severity, control, and treatment response.

• Justify appropriate controller and reliever medications based on current guidelines and patient presentation.

• Explain the rationale for stepwise escalation, maintenance, or stepping down therapy.

Patient Case Assignment

Your instructor provides a specific asthma patient case via course announcements. The example below is for reference only.

Example Case

A 6-year-old boy with moderate persistent asthma presents for follow-up after two emergency visits in the past year for exacerbations triggered by exercise and pollen. Current regimen includes as-needed albuterol inhaler. Symptoms persist despite reported adherence. School absences are increasing. No recent systemic steroids. Peak flow is 70 percent of predicted.

Task Instructions

Write a focused 2–3 page paper addressing the required elements below using APA headings. Support all pharmacologic decisions with current guideline references and patient-specific rationale.

1. Describe the Stepwise Approach (Approx. 300–400 Words)

• Outline the six steps of asthma management according to current GINA (2025) or NAEPP guidelines.

• Identify preferred controller therapies such as inhaled corticosteroids (ICS), long-acting beta-agonists (LABA), long-acting muscarinic antagonists (LAMA), and biologic agents.

• Describe reliever medication options at each step.

• Explain criteria for therapy escalation, assessment of control, and stepping down.

2. Apply to the Assigned Patient Case (Approx. 400–500 Words)

• Assess the patient’s asthma severity and current level of control.

• Identify risk factors including age, environmental triggers, adherence, inhaler technique, and comorbidities.

• Determine the appropriate step for therapy initiation or adjustment.

• Propose a detailed pharmacotherapy regimen including drug names, doses, delivery devices, and frequency.

• Address both short-term reliever and long-term controller strategies.

• Provide pharmacodynamic and pharmacokinetic rationale for medication selection.

3. Explain Stepwise Benefits (Approx. 200 Words)

• Discuss how stepwise management promotes sustained asthma control.

• Explain how the model enhances safety, reduces overtreatment, and supports individualized care.

• Describe how ongoing reassessment improves long-term outcomes.

Formatting and Academic Integrity

• Length: 2–3 pages double-spaced (800–1,000 words), excluding title and reference pages.

• Style: APA 7th edition formatting, 12-point font, 1-inch margins.

• Sources: Minimum of 3–4 current scholarly references published between 2018 and 2026.

• Originality: Provide independent analysis. Cite all guideline and pharmacologic sources accurately.

Analytic Scoring Rubric – Asthma Stepwise Assignment

Evaluation reflects guideline accuracy, case integration, pharmacologic reasoning, and scholarly writing quality.

Stepwise Approach Description (30 Points)

• Exemplary (27–30): Complete and accurate outline of all steps with preferred medications and devices; clear explanation of escalation and de-escalation criteria.

• Proficient (24–26): Minor omissions in medication details or criteria.

• Developing (21–23): Partial coverage with minor guideline inaccuracies.

• Needs Improvement (≤20): Incomplete or incorrect description.

Case Application and Regimen Justification (40 Points)

• Exemplary (36–40): Accurate severity assessment; guideline-aligned regimen; strong pharmacologic rationale tied to patient factors.

• Proficient (32–35): Appropriate regimen with minor gaps in justification.

• Developing (28–31): Partially justified regimen; overlooks important factors.

• Needs Improvement (≤27): Inappropriate therapy or weak rationale.

Explanation of Stepwise Benefits (15 Points)

• Exemplary (14–15): Insightful discussion linking safety, efficacy, and individualized care.

• Proficient (12–13): Clear explanation with examples.

• Developing (10–11): General description lacking depth.

• Needs Improvement (≤9): Minimal or inaccurate explanation.

Scholarly Writing and APA (15 Points)

• Exemplary (14–15): Clear organization; concise writing; accurate APA formatting; within required length.

• Proficient (12–13): Minor errors.

• Developing (10–11): Noticeable clarity or formatting issues.

• Needs Improvement (≤9): Frequent writing or APA errors.

 (Model Sections – Not for Submission)

The stepwise approach begins at Step 1 with as-needed low-dose ICS–formoterol as both controller and reliever therapy for mild asthma. Step 2 introduces daily low-dose inhaled corticosteroids. Step 3 adds a LABA to low-dose ICS for persistent symptoms. Step 4 escalates to medium-dose ICS–LABA combinations. Step 5 incorporates LAMA therapy or biologic agents targeting IgE or interleukins in severe asthma. Step 6 reserves oral corticosteroids for refractory cases. Escalation is recommended when symptoms occur more than twice weekly, nocturnal awakenings increase, or lung function remains below 80 percent of predicted.

For the 6-year-old patient described, findings indicate moderate persistent asthma with poor control. A Step 3 regimen is appropriate. Initiating daily low-dose fluticasone via spacer combined with a LABA such as salmeterol addresses airway inflammation and bronchoconstriction. Continued access to as-needed albuterol provides rescue therapy. Age-appropriate inhaler education and caregiver involvement are essential to optimize therapeutic response.

Stepwise management benefits patients by aligning treatment intensity with disease severity while allowing periodic reassessment. This approach prevents unnecessary high-dose corticosteroid exposure and promotes long-term control through structured follow-up.

 References

Global Initiative for Asthma, 2025. 2025 GINA report, global strategy for asthma management and prevention. Available at: https://ginasthma.org/reports/ (Accessed 19 February 2026).

Reddel, H.K., Bacharier, L.B., Bateman, E.D., Duijts, L., FitzGerald, J.M., Garcia-Garcia, M.L., Halpin, D.M.G., Holguin, F., Jackson, D.J., Papadopoulos, N.G., Pizzichini, E., Powell, H., Szefler, S.J., Yorgancıoğlu, A.O. and Boulet, L.P., 2022. Global Initiative for Asthma Strategy 2021: Executive summary and rationale for key changes. American Journal of Respiratory and Critical Care Medicine, 205(1), pp.17–35.

Cloutier, M.M., Baptist, A.P., Blake, K.V., Brooks, E.G., Bryant-McAllister, K., Dixon, A.E., Lemanske, R.F., Ouellette, D.R., Pace, W.D., Schatz, M., Skolnik, N.S., Stout, J.W., Teach, S.J., Umscheid, C.A., Walsh, C.G., Williams, P.V. and Yawn, B.P., 2020. 2020 focused updates to the asthma management guidelines. Journal of Allergy and Clinical Immunology, 146(6), pp.1217–1270.

Liu, A.H., Zeiger, R., Sorkness, C., Ostrom, E., Bloomberg, G., Fuhrmann, V., Douglas, R., Nagykalnai, T., Hoyt, A.E., Sublett, J., Peden, D., Gupta, S., Krusinska, E., Fabbri, L.M., Meltzer, E.O., Pau, A., Serota, A., Hillyer, E.V., Stoloff, S.W., Cox, L., Murphy, K.R., Schatz, M., Israel, E., Wechsler, M.E., Yawn, B.P. and Boushey, H.A., 2019. Asthma management considerations in pediatric populations. Chest, 156(6), pp.1258–1267.

Barnes, P.J., 2019. Inhaled corticosteroids in COPD and asthma: Mechanisms of action and clinical implications. European Respiratory Journal, 54(6), 1900473.

NURS 6501: Advanced Pathophysiology — Complete Assignment Brief, All 8 Modules: Case Study Analyses, Discussion Posts & Grading Rubrics

Course Overview

NURS 6501 is the required Advanced Pathophysiology course in the Walden MSN-APRN program. Students apply an in-depth understanding of bio-physiological processes — and deviations from those processes — to develop appropriate treatment plans for patients across the lifespan. The course moves from foundational cellular biology through major organ system disorders, integrating genetic influences, racial and ethnic variables, and patient-specific characteristics into every clinical analysis.

The course is organized into 8 modules spanning 11 weeks. Each module contains a Discussion post, a Knowledge Check quiz, and a 1- to 2-page Case Study Analysis assignment. A Midterm Exam (Modules 1–4) is administered in Week 6. A Final Exam (Modules 5–8) is administered in Week 11. Case study scenarios are assigned by the instructor via Course Announcements on Day 1 of the relevant week.

Official Walden NURS 6501 Discussion Rubric (Used for All Modules — Total: 100 Points)

This rubric applies to all eight module Discussion posts and responses throughout the course.

NURS-FPX4030 Assessment 1
Locating Credible Databases and Research

Capella University — BSN FlexPath | Making Evidence-Based Decisions | 2025–2026

Course and Assessment Overview

Baccalaureate-prepared nurses use the best available evidence in the processes of clinical reasoning and judgement, which lead to interventions that result in desired patient, systems, and population outcomes. NURS-FPX4030 focuses on developing generalist nursing practice competencies for evidence-based decision-making. Over the course of four assessments, you will access a range of databases and evidence sources, analyse the credibility of that evidence, and work toward defining evidence-based solutions and improvement plans that affect care quality and patient outcomes.

Assessment 1 anchors this entire process. Before a nurse can apply evidence effectively, she needs to know where to find it, how to evaluate it, and how to communicate its value to the people she supervises. A baccalaureate-prepared nurse working at the bedside or in a supervisory role is regularly called on to guide less experienced colleagues toward credible resources and away from unreliable ones. That practical, practice-based skill is exactly what this assessment measures.

You will produce a 2- to 4-page professional resource guide written for a practitioner audience — specifically, the nurses you supervise in the clinical scenario described below. The document is not a standard academic essay. It is a practical, useable resource that another nurse could pick up and apply to their own clinical research process. Write it accordingly.

Clinical Scenario

Choosing Your Clinical Diagnosis or Health Care Issue

Select a specific clinical diagnosis or healthcare issue as the focus of your database search demonstration. You will use this condition as a practical example throughout your resource guide to show your nurses how the search process works in a real clinical context. Common choices confirmed across multiple student submissions include hypertension, Type 2 diabetes mellitus, heart failure, sepsis, chronic obstructive pulmonary disease (COPD), wound care and pressure injury prevention, and post-surgical pain management. Choose a condition relevant to a medical-surgical floor setting and one for which peer-reviewed evidence is readily available.

Assessment Instructions

Your resource guide must address all three of the following required content areas. Each maps to a specific course competency and will be assessed individually in the scoring rubric.

Required Content Area 1 — Communication and Collaboration Strategies to Support EBP Research

Describe the specific communication strategies you would use to encourage the nurses you supervise to research the diagnosis you have selected, and the strategies you would use to collaborate with them to access and use the resources available at your facility. Your response must:

• Identify at least two distinct communication strategies — not generic advice, but specific, actionable approaches tailored to a supervisory nurse role in a hospital setting
• Distinguish between strategies aimed at encouraging research (motivating new nurses to engage with EBP) and strategies aimed at collaborating on resource access (working together to find and apply evidence)
• Explain why each strategy is appropriate to the clinical and supervisory context described
• Consider the role of digital platforms, structured team meetings, mentorship frameworks, or shared research activities as collaboration tools
• Support your communication approach with at least one peer-reviewed source

This section maps to Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.

Required Content Area 2 — Identification of Credible Databases and Evidence Sources

Identify and describe the specific databases and other evidence sources that are most relevant to your chosen clinical diagnosis and that your nurses should use for EBP research in this setting. For each database or source identified:

• Name the database or source precisely (e.g., CINAHL Complete, PubMed Central, Cochrane Database of Systematic Reviews, Medline via ProQuest, National Guideline Clearinghouse, ADA Clinical Practice Guidelines)
• Describe what type of evidence it contains and the scope of its coverage
• Explain specifically why it is relevant to the diagnosis or healthcare issue you have chosen
• Explain how a new nurse would access it in the hospital’s existing computer lab or at a workstation

You must identify a minimum of five (5) credible databases or evidence sources. At least three of these must be formal academic or clinical databases (not general websites). Your list may include one or two authoritative clinical websites (e.g., CDC, WHO, professional association guidelines) in addition to peer-reviewed databases, provided you explain their relevance and credibility.

This section maps to Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research publications.

Required Content Area 3 — Explaining Why the Sources Provide the Best Evidence

For each of the five or more databases and sources you identified, explain why they provide the best available evidence for the clinical diagnosis you have chosen. Your explanation must do more than simply state that a source is “peer-reviewed” or “credible.” Address the following for each source or as a synthesised evaluation across sources:

• Apply the CRAAP test criteria (Currency, Relevance, Authority, Accuracy, Purpose) explicitly — either for individual sources or as a framework you explain to your nurses for evaluating any source
• Explain how each source’s content specifically serves evidence-based decision-making for the diagnosis you have selected
• Identify what makes these sources superior to general internet sources or non-peer-reviewed materials for clinical decision-making
• Address the practical accessibility of these sources for nurses in the described hospital setting

This section maps to Competency 2: Analyse the credibility and relevance of evidence and resources.

Reference: Core EBP Databases for Medical-Surgical Nursing Practice

The following table is provided as a teaching reference for how to present and organise database information in your resource guide. You may adapt this format or write the information in prose — the scoring rubric does not require a table, but a well-organised table is a legitimate way to structure the database identification section for a practitioner audience.

Submission Requirements

• Length: 2–4 pages of written content, not counting the APA title page or reference list; the document should function as a practical resource rather than a conventional academic essay
• Audience and tone: Write for the nursing colleagues you supervise — professional, clear, practically oriented, and grounded in evidence without being unnecessarily academic in tone
• Font and spacing: Times New Roman or Calibri, 12-point, double-spaced throughout, 1-inch margins on all sides
• APA title page: Required — include learner name, Capella University, course code, course title, instructor name, and date
• In-text citations: All paraphrased or quoted content must be cited in APA 7th edition format; in-text citations are required even in a practitioner-facing resource
• References: Minimum of 3 scholarly or professional sources, all published within the last 5 years; formatted in APA 7th edition with DOI links where available on a separate reference page
• APA headings: Use APA-level headings to organise the three content sections clearly
• Inclusions: The resource must include a description of communication and collaboration strategies, a list or description of relevant databases with rationale, and an explanation of why each source provides the best evidence for the chosen diagnosis
• File format: Submit as a Microsoft Word (.docx) file through the Assessment area of your NURS-FPX4030 FlexPath courseroom

Competencies Assessed

This assessment maps directly to the following NURS-FPX4030 course competencies:

• Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research publications — addressed through the identification and description of peer-reviewed databases and clinical evidence sources relevant to the chosen diagnosis
• Competency 2: Analyse the credibility and relevance of evidence and resources — addressed through the application of the CRAAP test framework or equivalent credibility criteria to each identified source
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence — addressed through the communication and collaboration strategy section, and assessed throughout the paper via writing quality, organisation, and APA adherence

Scoring Rubric — NURS-FPX4030 Assessment 1

Each criterion below maps to a course competency and is rated at one of four levels: Distinguished (100%), Proficient (85%), Basic (75%), or Non-Performance (0%). You must achieve at minimum Proficient on all criteria to pass. Resubmissions within your FlexPath subscription term carry no grade penalty. Study each criterion carefully before you begin drafting — the most common reason for Basic ratings on this assessment is failing to match sources to the specific diagnosis chosen, or treating the communication strategies section as a one-line answer.

FlexPath Grading Note: NURS-FPX4030 uses competency-based evaluation. A minimum Proficient rating on all four criteria is required to pass Assessment 1. Since this assessment also establishes the diagnosis and EBP research foundation carried forward into Assessments 2 and 3, select your clinical focus carefully and ensure your database list is genuinely relevant to that diagnosis before submitting.

NR-351 Transitions in Professional Nursing Week 2 Assignment: Time Management Plan

The purpose of this assignment is to assist you in developing effective time management strategies as you transition back into academic life while maintaining your professional role as a registered nurse. Balancing clinical responsibilities, family commitments, and the requirements of this BSN course demands intentional planning and regular self-assessment. By creating a concrete weekly schedule and reflecting on your current habits, you will identify areas for improvement and build skills that support long-term success in the program and your career.

Download the Time Management Plan template located in the Week 2 Assignments area. Rename the file with your last name first (for example, Lando_Time_Management_Plan.docx). Complete all sections of the template using Microsoft Word. Submit the finished document by Sunday at 11:59 p.m. MT.

Requirements

1. Fill in the weekly schedule grid with realistic entries for sleep, work shifts, meals, study sessions, family time, exercise, and other activities across all seven days. Be specific and comprehensive.
2. Type your full name in the Academic Integrity attestation box to confirm you have viewed the tutorial and completed the assignment yourself.
3. Answer the two questions about plagiarism in your own words, providing a clear example and a practical prevention strategy.
4. In the self-evaluation section, identify your two or three greatest time management challenges with specific examples from your schedule. Then describe three concrete strategies you will use to address those challenges and succeed in this course.

Grading Rubric Total Possible Points: 150

• Schedule Completion (50 points): Weekly grid is fully completed with detailed, realistic activities for each time slot and day.
• Academic Integrity Section (20 points): Attestation signed and both questions answered accurately and thoughtfully.
• Identification of Challenges (40 points): Challenges are clearly described with relevant, specific examples drawn from personal schedule and circumstances.
• Proposed Strategies (30 points): Strategies are specific, actionable, and directly linked to identified challenges, demonstrating realistic planning.
• Clarity, Writing Mechanics, and Professional Presentation (10 points): Content is well-organized, uses professional language, and is free of major grammar or spelling errors.

Sample Student Response 

Balancing full-time night shifts with BSN coursework has highlighted the need for better structure in my days. I blocked out consistent study times in the afternoons after sleeping, which previously I had left open for low-value activities. Family commitments are non-negotiable, so I scheduled them early in the evening before work. Time management training has been shown to improve prioritization skills among nurses, leading to better performance under pressure (Vizeshfar et al., 2022). The biggest challenge was identifying how much time was lost to unplanned scrolling on my phone between shifts. With a weekly review built into Sunday mornings, I can adjust the plan as the semester progresses and maintain steady progress toward my degree while avoiding burnout.

References

Vizeshfar, F., Rakhshan, M., Shirazi, F. and Dokoohaki, R. (2022) ‘The effect of time management education on critical care nurses’ prioritization: a randomized clinical trial’, Acute and Critical Care, 37(2), pp. 202–208. Available at: https://doi.org/10.4266/acc.2021.01123. Linton, M., Dabney, B.W., Knecht, L. and Koonmen, J. (2019) ‘Student expectations of an RN-to-BSN program: A qualitative analysis of student and faculty perspectives’, SAGE Open Nursing, 5. Available at: https://doi.org/10.1177/2377960819897250. Iheduru-Anderson, K.C. (2021) ‘Students’ perspectives of factors related to delayed completion or withdrawal from online RN-BSN programs’, Nursing Outlook, 69(3), pp. 317-326. Alshammari, M. (2025) ‘Nursing graduates transition to practice and factors affecting their readiness: a comparative study between Ha’il and Kuwait’, Frontiers in Education. Available at: https://doi.org/10.3389/feduc.2025.1713395. Arpacı, R. (2025) ‘Impacts of 21st-Century Time Traps, Time Management, and Mental Well-Being on Job Performance in Nurses’, Scandinavian Journal of Caring Sciences.

NURS 4220: Leadership Competencies in Nursing and Healthcare

Week 5 Capstone Paper Part II – Quality Improvement Project Plan

Course and Assessment

Course code/title: NURS 4220 – Leadership Competencies in Nursing and Healthcare (BSN capstone/practicum core)
Program level: BSN completion  QI project format)
Assessment label: Week 5 Assignment – Capstone Paper Part II: EBP QI Plan and Resources (Capstone Project Milestone 2)
Assessment type: Individual written quality improvement project proposal
Length requirement: 3–4 page paper (approximately 1,000–1,400 words), excluding title page, references, and appendices
Weighting: 25–30% of course grade
Submission format: APA 7th edition paper with clearly labeled QI plan sections; LMS submission

Assignment Overview

The NURS 4220 capstone sequence builds toward a comprehensive quality improvement project. Part II focuses specifically on evidence-based interventions and the resources required for implementation. Students propose a realistic quality improvement initiative that addresses a clinical or organizational problem identified in Part I. The assignment emphasizes leadership competencies including systems thinking, interprofessional collaboration, ethical decision-making, and change management within complex healthcare environments.

Learning Outcomes

Upon successful completion of this assignment, students will be able to:

• Develop an evidence-based quality improvement plan using recognized improvement models such as PDSA, DMAIC, or Lean.

• Identify and justify human, financial, technological, and material resources required for implementation.

• Demonstrate leadership competencies in planning organizational change that improves patient safety or quality outcomes.

• Articulate measurable outcomes and describe evaluation strategies aligned with quality improvement standards.

Project Context

The Week 5 paper builds directly on the practice problem identified in Weeks 2–3. Examples include:

• Reducing hospital-acquired pressure injuries

• Improving medication reconciliation accuracy

• Enhancing hand hygiene compliance

• Reducing patient falls on a medical-surgical unit

If a specific issue was not previously assigned, students may select a realistic unit-level issue from their practicum site.

Example Practice Problem

A medical-surgical unit reports a high rate of patient falls, currently 12 falls per 1,000 patient days, exceeding national safety benchmarks.

Task Instructions

Write a 3–4 page APA-formatted paper using the required headings below. Support all sections with current scholarly evidence from leadership and quality improvement literature.

Evidence-Based Practice Quality Improvement Plan Explanation (2–3 Paragraphs)

• Clearly describe the proposed QI intervention or interventions, grounded in 3–5 recent scholarly studies or professional guidelines.

• Identify the selected QI framework, such as the Plan–Do–Study–Act cycle, and outline implementation steps, timeline, and involved stakeholders.

• Discuss anticipated barriers, such as staff resistance, workflow disruption, or resource limitations, and present mitigation strategies that demonstrate leadership foresight.

Project Resources (1–2 Paragraphs)

Identify and justify the resources necessary for implementation, including:

• Human resources: Registered nurses, nurse aides, nurse educators, unit champions, interdisciplinary team members.

• Material resources: Educational materials, signage, checklists, technology supports.

• Financial resources: Budget allocations, staff education time, shift differentials.

• Informational resources: Electronic health record tools, audit systems, reporting dashboards.

Explain why each resource is essential and provide estimated cost considerations or availability factors where appropriate.

Expected Outcomes and Evaluation (1 Paragraph)

• Define two to three SMART outcomes. For example, a 30 percent reduction in falls within three months.

• Describe data collection methods such as incident reports, EHR audits, rounding logs, or compliance checklists.

• Explain the evaluation plan using tools such as run charts, trend analysis, or comparative benchmarks.

Personal Leadership Reflection (Short Paragraph)

Reflect on how the project demonstrates two to three leadership competencies addressed in the course, such as collaboration, advocacy, systems thinking, or change management. Provide a concise example of how you would lead stakeholders through implementation.

Formatting and Academic Integrity

• Length: 3–4 pages of main content.

• References: 5–7 scholarly sources published between 2018 and 2026.

• APA 7th edition formatting required.

• Appendices: Optional QI flowchart or implementation timeline.

• Originality: The project must be site-specific or realistically applicable, with accurate citation of all sources.

Analytic Scoring Rubric – Capstone Paper Part II

Evaluation criteria include problem relevance, strength of evidence, feasibility of the plan, justification of resources, clarity of outcomes, leadership insight, and scholarly writing quality.

QI Plan Explanation (40 Points)

• Exemplary (36–40): Strong evidence base, clearly articulated QI model, detailed timeline and stakeholder engagement, insightful barrier analysis.

• Proficient (32–35): Solid plan supported by appropriate evidence with minor gaps.

• Developing (28–31): Feasible plan but limited evidence or vague implementation steps.

• Needs Improvement (27 or below): Unrealistic or unsupported plan.

Project Resources (25 Points)

• Exemplary (23–25): Comprehensive, categorized, and realistic resources with strong justification and cost awareness.

• Proficient (20–22): Adequate resource identification with rationale.

• Developing (17–19): Incomplete or vaguely described resources.

• Needs Improvement (16 or below): Minimal or unrealistic planning.

Outcomes and Evaluation (15 Points)

• Exemplary (14–15): Clearly defined SMART outcomes with robust evaluation methods.

• Proficient (12–13): Measurable outcomes with basic evaluation strategy.

• Developing (10–11): Measurable outcomes but weak evaluation plan.

• Needs Improvement (9 or below): Outcomes unclear or absent.

Leadership Reflection (10 Points)

• Exemplary (9–10): Insightful and specific linkage to course competencies.

• Proficient (8): Relevant but general reflection.

• Developing (7): Limited insight.

• Needs Improvement (6 or below): Superficial or missing.

Scholarly Writing and APA (10 Points)

• Exemplary (9–10): Clear, polished academic writing with accurate APA formatting.

• Proficient (8): Minor APA or clarity issues.

• Developing (7): Noticeable writing or formatting errors.

• Needs Improvement (6 or below): Major academic writing flaws.

Sample Discussion Guide

Effective quality improvement initiatives in nursing leadership require structured implementation models, interdisciplinary collaboration, and rigorous outcome evaluation to ensure sustainability within complex healthcare systems. The Plan–Do–Study–Act framework provides a systematic method for testing changes on a small scale before wider adoption, thereby reducing organizational risk and increasing stakeholder engagement. Empirical evidence demonstrates that purposeful rounding and structured safety interventions significantly reduce fall rates when compliance is consistently monitored and reinforced through leadership accountability mechanisms (Todd, Cash and Gonzalez, 2022). Integrating evidence-based strategies with leadership competencies such as communication, change management, and systems thinking strengthens both patient safety outcomes and team cohesion across clinical settings.

Scholarly References

Institute for Healthcare Improvement, 2023. How-to guide: Prevent harm from high-alert medications. Available at: http://www.ihi.org/resources/Pages/Tools/HowtoGuidePreventHarmHighAlertMedications.aspx (Accessed 19 February 2026).

Todd, B., Cash, K. and Gonzalez, J., 2022. Purposeful rounding in acute care: A best evidence synthesis. Worldviews on Evidence-Based Nursing, 19(1), pp.51–59. https://doi.org/10.1111/wvn.12545

Patmon, B.E., Gee, E.M., Johnson, D., Loughman, J.A., Maxwell, C.A., Prastein, L., Ruppert, E., Simones, J., Snyder, B. and Staggers, K., 2021. Quality improvement project to reduce patient falls in a central New York hospital. Journal of Nursing Care Quality, 36(4), pp.323–329. https://doi.org/10.1097/NCQ.0000000000000545

von Lengerke, T., Lutze, B., Krauth, C., von Kiel, K., Stahmeyer, J.T. and Raspe, H., 2019. Promoting patient safety and preventing hospital-acquired infections through hourly rounding: A quality improvement project. Health Services Research, 54(S2), pp.1240–1248. https://doi.org/10.1111/1475-6773.13219

White, K.M., Dudley-Brown, S. and Terhaar, M.F., 2021. Translation of evidence into nursing and health care. 3rd ed. New York: Springer Publishing Company.

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

Planning is the foundation of a successful capstone practicum, and the NRS-493 Individual Success Plan gives RN-to-BSN students a structured framework to map every required deliverable before the semester begins. A well-completed ISP documents not just scheduled completion dates for each assignment but also a deliberate alignment between coursework and the GCU programmatic domains, making professional accountability visible to both the student and the preceptor. Clinical hours carry significant weight in this course, so students who treat their ISP as a living document rather than a one-time submission consistently manage their 100 direct and 25 indirect hours with far less last-minute pressure. The evidence is clear that intentional goal-setting improves academic performance in practice-based nursing programs, a point reinforced by Levett-Jones et al. (2018), whose research demonstrates that structured clinical learning frameworks meaningfully increase students’ capacity for self-directed professional development. Completing the ISP with precision at the start of the term and revisiting it honestly at the end-of-semester review stage is therefore less a formality than a professional skill in its own right.

NRS-493: Professional Capstone and Practicum
Individual Success Plan (ISP) – Opening Form & End-of-Semester Review

Assignment Overview

Course: NRS-493 – Professional Capstone and Practicum
Program: RN-to-BSN, College of Nursing and Health Care Professions
Institution: Grand Canyon University (GCU)
Assignment Type: Structured Template Completion (Two-Stage Submission)
Due: Stage 1 – Topic 1 | Stage 2 (End-of-Semester Review) – Topic 10
Points: 100 points per stage (200 points total)
LopesWrite: Not required for either submission
APA Format: Not required; template fields guide all responses
Required Practice Hours: 100 Direct Clinical Experience (50 hours Community / 50 hours Leadership) + 25 Indirect Clinical Experience Hours

Purpose and Context

The Individual Success Plan (ISP) is the foundational planning instrument for NRS-493. At Grand Canyon University, the ISP serves as a formal contract between the student, the course faculty, and the approved practicum preceptor. It documents the student’s intention and timeline for completing all required clinical practice hours and aligns every graded course deliverable to the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains and Competencies.

The ISP is not an academic paper. It is a structured form submitted in two stages:

• Stage 1 (Topic 1): The student completes the opening ISP template, confirming contact information, preceptor details, a signed agreement, a completion timeline for all course assignments, and a forward-looking self-assessment of how each deliverable addresses the relevant GCU RN-to-BSN Domains and Competencies.
• Stage 2 (Topic 10): The student revisits the completed ISP and submits an End-of-Semester Review that reflects on how the program competencies were actually met over the course of the semester.

Planning is the key to successful completion of this course and program-related objectives. The ISP assignment requires early collaboration with the course faculty and your approved practicum preceptor. Both parties must confirm, via signature, that all expectations are understood at the outset and fulfilled at the close of the course.

Required Practice Hours Summary

• 50 direct community clinical practice experience hours
• 50 direct leadership clinical practice experience hours
• 25 indirect clinical practice experience hours

Important: Completing the ISP form itself does not count toward clinical practice experience hours. Telephone conference time and time spent with your preceptor outside of documented clinical activities also do not count toward the required hours.

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

1. Use the official GCU ISP template to develop your personal plan for completing your clinical practice experience hours and to self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains and Competencies (Appendix A) related to this course.
2. Show all major deliverables in the course, identify the topic and course objectives that apply to each deliverable, and align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
3. Within the ISP, identify all graded course assignments and indirect clinical assignments listed in the table provided in the template.
4. Specify the date by which you will complete each assignment.
5. The ISP plan must include a plan for successful completion of the required 50 community direct clinical practice hours, 50 leadership direct clinical hours, and 25 indirect clinical experience hours.
6. Work associated with program competency completion and the student’s capstone project change proposal must be mapped and dated within the form.
7. The MOU (Memorandum of Understanding) must be signed and uploaded to the instructor in LoudCloud via the Individual Forum prior to beginning clinical hours.
8. By typing a signature in the designated field, the student agrees to have read, understood, and accepted accountability for all instructions, assignments, and hours shown.
9. The preceptor will co-sign the ISP at the start and at the end of the course to confirm that assignments were completed with their guidance.
10. This assignment uses a rubric. Review the rubric in LoudCloud prior to beginning the assignment to become familiar with the expectations for successful completion.

ISP Template Sections to Complete

Section A: Contact Information

Provide complete, current contact details for the student, course faculty, and practicum preceptor, including name, GCU email address, phone number, and practice setting.

Section B: MOU Confirmation

Confirm whether the MOU has been signed and uploaded to the instructor in LoudCloud via the Individual Forum. If an existing Affiliation Agreement is already on file, indicate this in the designated field.

Section C: Course Deliverables Table

Complete the deliverables table by listing every graded assignment and indirect clinical activity in the course. For each deliverable, record:

• Assignment or activity title
• Corresponding topic number
• Applicable course objectives
• Aligned GCU University Mission Critical Competencies
• Aligned Programmatic Domains and Competencies (Appendix A)
• Target completion date
• Student signature confirming commitment

Section D: Clinical Hours Log Plan

Map out how and where you will accumulate the required 100 direct and 25 indirect hours across the 10-week course, including the clinical sites, types of activities, and projected hours per week in both the community and leadership tracks.

Section E: Self-Assessment of Programmatic Competencies (Stage 1)

For each of the GCU RN-to-BSN Domains and Competencies listed in Appendix A, write a brief forward-looking statement that describes how you plan to meet that competency through your coursework and clinical activities during this course.

Section F: End-of-Semester Reflection (Stage 2 – Topic 10 Only)

At the end of the semester, return to the ISP and complete the End-of-Semester Review. For each programmatic competency previously addressed in Section E, write a retrospective self-assessment describing how and to what extent the competency was achieved. Provide specific examples from clinical experiences, written assignments, or interactions with your preceptor that demonstrate competency attainment. Additionally:

• Discuss why evidence-based practice (EBP) is an essential component of BSN-prepared nursing practice.
• Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment.
• Identify obstacles that could challenge this plan and explain the steps you will take to minimize their impact.

GCU RN-to-BSN Mission Critical Competencies Addressed

The ISP directly supports the following GCU University Mission Critical Competencies:

• MC1 – Effective Communication: Students demonstrate ethical responsibility in verbal and written communication, using nursing terminology and taxonomies within professional and therapeutic contexts.
• MC2 – Critical Thinking: Students analyze, synthesize, and evaluate scientific evidence to improve patient outcomes and professional practice.
• MC3 – Christian Worldview: Students apply a Christian worldview within a global society and examine ethical issues from a clearly articulated system of professional values.
• MC4 – Global Awareness: Students consider the impact of cultural and global diversity on healthcare delivery and nursing practice.
• MC5 – Life-long Learning: Students commit to professional development and continuous improvement throughout their careers.

GCU RN-to-BSN Programmatic Domains and Competencies (Appendix A Summary)

All ISP deliverables must be aligned to the following five programmatic domains:

1. Domain 1 – Professional Identity: Exemplify professionalism in diverse health care settings; exercise professional nursing leadership and management roles in the promotion of patient safety and quality; participate in health care policy development; advocate for autonomy and social justice for individuals and diverse populations.
2. Domain 2 – Knowledge for Nursing Practice: Incorporate liberal arts and science studies into nursing; comprehend nursing concepts and health theories; understand and value the processes of critical thinking, ethical reasoning, and decision making.
3. Domain 3 – Population Health: Utilize the nursing process to provide safe and effective care across the lifespan; implement patient care decisions based on evidence-based practice; provide individualized education to diverse patient populations; demonstrate professional standards of practice.
4. Domain 4 – Technology and Informatics: Utilize patient care technology and information management systems; promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5. Domain 5 – Holistic Care: Understand the human experience across the health-illness continuum; assess for spiritual needs and provide appropriate interventions for individuals, families, and groups.

Benchmark Information

The ISP (End-of-Semester Review) is a benchmark assignment. It assesses the following programmatic competencies:

• RN to BSN 1.1: Exemplify professionalism in diverse health care settings
• RN to BSN 2.2: Comprehend nursing concepts and health theories
• RN to BSN 3.2: Implement patient care decisions based on evidence-based practice

Submission Instructions

• Download the official NRS-493 ISP template from LoudCloud before beginning.
• Complete all fields in the template using the GCU-provided form.
• Upload the completed Stage 1 ISP to the Topic 1 assignment drop box in LoudCloud by the due date specified in the course syllabus.
• Upload the completed Stage 2 End-of-Semester Review to the Topic 10 assignment drop box.
• Ensure the preceptor co-signature section is completed at both stages prior to submission.
• LopesWrite submission is not required for this assignment.

Scoring Rubric – NRS-493 Individual Success Plan (ISP)

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Each stage (Opening ISP and End-of-Semester Review) is scored separately on a 100-point scale.

Stage 1 – Opening ISP Rubric (100 Points Total)

Stage 2 – End-of-Semester Review Rubric (100 Points Total)

 References

1. Levett-Jones, T., Cant, R., & Lapkin, S. (2019). The effectiveness of empathy education for undergraduate nursing students: A systematic review. Nurse Education Today, 75, 80–94. https://doi.org/10.1016/j.nedt.2019.01.006
2. Melnyk, B. M., Gallagher-Ford, L., & Fineout-Overholt, E. (2021). Implementing the evidence-based practice (EBP) competencies in healthcare: A practical guide for improving quality, safety, and outcomes. Sigma Theta Tau International. https://www.nursingknowledge.org
3. Sherwood, G., & Barnsteiner, J. (Eds.). (2021). Quality and safety in nursing: A competency approach to improving outcomes (3rd ed.). Wiley-Blackwell. https://doi.org/10.1002/9781119538851
4. American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing education. AACN. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
5. Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing, 18(1), Article 26. https://doi.org/10.1186/s12912-019-0351-2