NRS 493 Capstone Change Project Resources
Grand Canyon University NRS 493 Capstone Change Project Resources-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 493 Capstone Change Project Resources assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS 493 Capstone Change Project Resources
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Capstone Change Project Resources depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS 493 Capstone Change Project Resources
The introduction for the Grand Canyon University NRS 493 Capstone Change Project Resources is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NRS 493 Capstone Change Project Resources
After the introduction, move into the main part of the NRS 493 Capstone Change Project Resources assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS 493 Capstone Change Project Resources
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS 493 Capstone Change Project Resources
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NRS 493 Capstone Change Project Resources
Capstone change projects require appropriate resources for effective implementation and integration in practice settings. In this case, the change project is about implementing care bundle to prevent and reduce the occurrence of hospital acquire pressure injuries in critical care settings (Ruppel et al., 2022). The initiative is essential in improving patient safety, quality of care, and reducing or mitigating the adverse effects associated with the HAPIs (Hinic, 2021). As such, after collaborating with my preceptor and assessment to evaluate the required resources for strategic plan for the change proposal of pressure ulcer prevention in critical care settings, the following resources will be critical in helping implement the plan for the project.
The first resource is having human resource experts based on the need to train the nurses about the implementation of the care bundle approach. The human resources include nurse educators, nurse leaders, and change champions within the setting to promote the strategic plan and attain its set objectives. Nurses as the main implementers of the intervention will also be required (Lam et al., 2020). These experts and nurses as well as all stakeholders will train and advocate for the adoption of the proposed interventions. They will also create diverse care delivery models through effective presentations to motivate and ensure that the staff embraces the proposed changes.
The second resources are materials required like access to Grand Canyon University’s library databases to access information and conduct the EBP process to determine the most effective research studies. Research articles and journals will be key to generating evidence and justifying the spending of sufficient resources to implement the project. The third resource would be getting information on EBP interventions like care bundle and turning patients based on the severity of their conditions to reduce susceptibility to HAPIs. The use of technologies will also supplement efforts to integrate these aspects in the clinical settings to prevent the occurrence of HAPIs.
References
Hinic, K. (2021). Evidence-based virtual learning experiences for the clinical nurse leader
capstone. Journal of Nursing Care Quality, 36(4), E59-E62.
DOI: 10.1097/NCQ.0000000000000552.
Lam, C. K., Schubert, C. F., & Herron, E. K. (2020). Evidence‐based practice competence in
nursing students preparing to transition to practice. Worldviews on Evidence‐Based Nursing, 17(6), 418-426. DOI: 10.1111/wvn.12479.
Ruppel, K. J., & Bone, B. A. (2022). Teaching evidence‐based practice: Knowledge to
implementation in a BSN program, part 2. Worldviews on Evidence‐Based Nursing, 19(3), 251-253. DOI: 10.1111/wvn.12556.
Yilmazer, T., & Tuzer, H. (2019). Pressure ulcer prevention care bundle: A Cross-sectional,
Content Validation Study. Wound Management and Prevention, 65(5): 33-9. DOI:10.25270/wmp.2019.5.3339