Professional Capstone
Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty.
Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it through the assignment dropbox for faculty approval.
This report is to be submitted in every topic.
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| GRAND CANYON UNIVERSITY | ||||||||||
| RN to BSN Virtual Capstone | m | Not Started (m) | <<< To update, enter m, n, x or u in the Status column | |||||||
| Student Name: | n | In Progress (n) | ||||||||
| Practicum Site: | 2634 – Department of Human Resources – Ann Klein Forensic Center | 2634 – Department of Human Resources – Ann Klein Forensic Center | x | Completed (x) | ||||||
| Schedule Update Date: | 11 | u | Issues (u) | |||||||
| This Virtual Practicum Schedule allows preceptors and students to adapt student practicum activities, minimizing disruption to student progress during crisis situations that limit in-person contact. Practicum activities can be adapted for completion in a virtual/remote environment. Activities should be completed remotely by the student, through a combination of asynchronous and synchronous time. Video or phone conferences totaling at least 1 hour per week (synchronous time) between student and preceptor should be scheduled to establish objectives for the week, monitor progress, and summarize activities each week. | ||||||||||
| Week # | Weekly Deliverable/Task Description | Completion Date | Hours | Status | Enter Student Updates & Comments Here (students may provide additional details on each step here) | |||||
| 1 | Preceptor-student-faculty videoconference or teleconference to identify weekly tasks and expectations. | 1 | m | .5 hour community .5 hours leadership | ||||||
| 1 | Through a needs assessment, identify a clinical practice problem or organizational issue within a community and clinical practice setting. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 2 | Work with preceptor to evaluate the findings of the needs assessment determine if you will develop a quality improvement plan, propose a new or revised policy, or develop an education initiative. | 4.5 | m | |||||||
| 2 | Work with preceptor to develop a community/public health project such as research social determinants of health and spread / containment of COVID-19. Compare trends and historical patterns of previous outbreaks including SARS, EBOLA, etc. and develop recommendations for chosen site. | 4.5 | m | community | ||||||
| 2 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | m | .5 community .5 leadership | ||||||
| 2 | Search for literature for evidence to support practice intervention. | m | ||||||||
| 3 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | m | .5 community .5 leadership | ||||||
| 3 | Examine implications for nursing practice, the organization, and the community related to the approved topic leadership and community topics. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 4 | Determine which policies the interventions may impact and review them with the preceptor. Determine if the interventions will align with the organization/community strategic goals, mission, vision, and values. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 4 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | .5 community .5 leadership | |||||||
| 4 | Create achievable and measurable outcomes for the intervention and review with preceptor. Outcomes should reflect the conclusions acquired from the needs. | m | ||||||||
| 5 | Preceptor-student-faculty videoconference or teleconference to identify weekly tasks and expectations/ mid-term evaluation. | 1 | m | .5 community .5 leadership | ||||||
| 5 | Determine which stakeholders in the organization and community are affected by your chosen intervention. Examine how organizational stakeholders offer health care to the community and how the community utilizes the organization for healthcare needs. Consider organizational culture and change components. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 5 | Create a strategy defining how your intervention will be implemented. | m | ||||||||
| 5 | Review the evidence ensuring you have support for your intervention needs. Add to the body of evidence as needed. Include any appropriate organization policies. | m | ||||||||
| 6 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | m | .5 community .5 leadership | ||||||
| 6 | Determine available resources and support for the intervention. Complete an implementation strategy based on the the needs assessment, body of evidence, objectives, and measurable outcomes. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 7 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | m | .5 community .5 leadership | ||||||
| 7 | Complete the implementation strategy based on preceptor feedback. Identify how you will obtain the needed resources. Identify a method to evaluate the nursing practice intervention. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 7 | Create a list of resources required for your intervention and how your intervention will be evaluated. | m | ||||||||
| 8 | Examine the organizational/community methods of disseminating new information. Collaborate with your preceptor to determine the best method of dissemination. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 8 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | .5 community .5 leadership | |||||||
| 8 | Create a professional presentation in which your proposal will be disseminated. | m | ||||||||
| 9 | Disseminate proposal, evidence, and intervention to leadership. Make changes based on feedback. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 9 | Summarize the presentation and feedback with preceptor on weekly videoconference or teleconference. | 1 | m | .5 community .5 leadership | ||||||
| 10 | Evaluate response to presentation. Discuss how intervention would be maintained and any follow up needed. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 10 | Preceptor-student-faculty videoconference or teleconference to review final evaluation. | 1 | m | .5 community .5 leadership | ||||||
| Final Project Hours | 100 | |||||||||
| GRAND CANYON UNIVERSITY 3300 W. Camelback Road, Phoenix, AZ 85087 / gcu.edu |
491
| GRAND CANYON UNIVERSITY | ||||||||||
| RN to BSN Virtual Capstone | m | Not Started (m) | <<< To update, enter m, n, x or u in the Status column | |||||||
| Student Name: | Enter Here | n | In Progress (n) | |||||||
| Practicum Site: | Enter Here | x | Completed (x) | |||||||
| Schedule Update Date: | Enter Here | u | Issues (u) | |||||||
| Please double click for information about this form and its use. This Virtual Practicum Schedule allows preceptors and students to adapt student practicum activities, minimizing disruption to student progress during crisis situations that limit in-person contact. Practicum activities can be adapted for completion in a virtual/remote environment. Students working directly with communities and/or patients will need to work with their preceptor and MPH Lead Faculty or MSN-PHN co-Lead Faculty to adjust deliverables. Activities should be completed remotely by the student, through a combination of asynchronous and synchronous time. Video or phone conferences totaling at least 3 hours per week (synchronous time) between student and preceptor should be scheduled to establish objectives for the week, monitor progress, and summarize activities each week. Students should have at least one deliverable to complete at least 7 hours of work (asynchronous time), shared and disseminated between preceptor and student using virtual/digital means (Ex: sharing draft documents via email or Google Docs, hosting/attending/facilitating webinar meetings or trainings, completing research online for project, etc.). | ||||||||||
| Week # | Weekly Deliverable/Task Description | Completion Date | Hours | Status | Enter Student Updates & Comments Here (students may provide additional details on each step here) | |||||
| 1 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations.- minimum of 1 hour per week | 1 | m | .5 hour community .5 hours leadership | ||||||
| 1 | Research health, social, and financial impact of COVID-19 and identify a gap based on a needs assessment. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 2 | Work with preceptor to evaluate the findings of the needs assessment discuss gaps- minimum teleconference time of 1 hour per week | 1 | m | .5 hour community .5 hours leadership | ||||||
| 2 | Work with preceptor to develop recommendations for site regarding the impact of COVID-10 | 9 | m | 4.5 community 4.5 leadership | ||||||
| 2 | Search for literature for evidence to support recommendations. | m | ||||||||
| 3 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations.- minimum of 1 hour per week | 1 | m | .5 hour community .5 hours leadership | ||||||
| 3 | Examine implications for nursing practice, the organization, and the community related to COVID-19 and implementing the recommendations. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 4 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations.- minimum of 1 hour per week | 1 | m | .5 hour community .5 hours leadership | ||||||
| 4 | Determine which policies the recommendations may impact and review them with the preceptor. Determine if the recommendations will align with the organization/community strategic goals, mission, vision, and values. | 9 | m | |||||||
| 4 | Create achievable and measurable outcomes for the recommendations and review with preceptor. Outcomes should reflect the conclusions acquired from the needs. | m | ||||||||
| 5 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations. | 1 | m | .5 hour community .5 hours leadership | ||||||
| 5 | Determine which stakeholders in the organization and community are affected by your recommendations. Examine how organizational stakeholders offer health care to the community and how the community utilizes the organization for healthcare needs. Consider organizational culture and change components. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 5 | Create a strategy defining how your intervention will be implemented. | m | ||||||||
| 5 | Review the evidence ensuring you have support for your recommendation needs. Add to the body of evidence as needed. Include any appropriate organization policies. | m | ||||||||
| 6 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations. | 1 | m | .5 hour community .5 hours leadership | ||||||
| 6 | Determine available resources and support for the implementation of recommendations. Complete an implementation strategy based on the needs assessment, body of evidence, objectives, and measurable outcomes. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 7 | Preceptor-student videoconference or teleconference to review completion of weekly tasks and expectations. | 1 | m | .5 hour community .5 hours leadership | ||||||
| 7 | Complete the implementation strategy based on preceptor feedback. Identify how you will obtain the needed resources. Identify a method to evaluate the nursing practice intervention. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 7 | Create a list of resources required for your intervention and how your intervention will be evaluated. | m | ||||||||
| 8 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations. | 1 | .5 hour community .5 hours leadership | |||||||
| 8 | Examine the organizational/community methods of disseminating new information. Collaborate with your preceptor to determine the best method of dissemination. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 8 | Create a professional presentation in which your proposal will be disseminated. | m | ||||||||
| 9 | Preceptor-student videoconference or teleconference to identify weekly tasks and expectations. | 1 | m | .5 hour community .5 hours leadership | ||||||
| 9 | Disseminate proposal, evidence, and intervention to leadership. Make changes based on feedback. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 9 | Summarize the presentation and feedback. | m | ||||||||
| 10 | Evaluate response to presentation. Discuss how intervention would be maintained and any follow up needed. | 9 | m | 4.5 community 4.5 leadership | ||||||
| 10 | Preceptor-student-faculty videoconference or teleconference to review final evaluation. | 1 | m | .5 hour community .5 hours leadership | ||||||
| Final Project Hours | 100 | |||||||||
| GRAND CANYON UNIVERSITY 3300 W. Camelback Road, Phoenix, AZ 85087 / gcu.edu |
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Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.Is it hard to Place an Order?
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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