Assigment .Apa seven . All instructions attached.

Capstone Part I: PICOT Assignment

CAPSTONE: PART I Due 1/24/2026 by 11:59pm

The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not present on the following topics:

Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

2. Introduction to your proposed problem:

- Significance of the Practice Problem: Discuss the identified Practice Problem. 

-Introduce the topic of the paper (Abstract, Introduction). Describe the health problem. 

-Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

- Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

The word PICOT is a mnemonic derived from the elements of a clinical research question - patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in APA Essay format. do not use bullet points.

P - Patient/Problem I - Intervention C -Comparison O - Outcome T - Timeframe

4. Describe the vulnerable population and setting.

-Be specific. Discuss the impact of social determinants on health for your selected population.

-What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

-Use evidence to support the risk factors you have identified.

5. Research should be from scholarly journals of evidence-based interventions that address the

problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites. 

-Peer-reviewed research articles not older than five years (all articles must be used in your paper)

6. Proposal

-Propose addressing the selected health problem using an evidence-based intervention in your

literature search to address the problem in the selected population/setting.

-Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

-Be sure to include a timeline for the intervention proposed.

7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

- Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

-Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

-This section should be minimum 5 pages long (not including the title and reference page).

-Use proper in-text citations with a properly formatted reference list.

-All papers must be written in the 3rd person.

 

Rubric Grading Part I.docx

Criterion	Points	Requirements for Full Credit
PICOT and Proposed Health Problem	20	Thoroughly describe the proposed health problem and clearly explain what change is being proposed. Support the significance of the problem with current data, statistics, and scholarly literature. Clearly connect the problem to the PICOT question.
Description of the Population	20	Provide a detailed description of the target population, including relevant age range, demographic characteristics, setting, health condition, and socioeconomic or clinical factors. Identify important risk factors affecting the population and support them with current scholarly evidence.
Depth of Discussion and Literature Review	20	Provide an in-depth discussion and elaboration throughout the entire paper. Include a literature review from scholarly journals describing evidence-based interventions that address the identified health problem. Integrate and synthesize information from different sources rather than discussing each source separately. The paper should flow logically from one idea to another and demonstrate a clear relationship among the problem, population, evidence, and proposed intervention. According to the rubric, the discussion should flow smoothly without unnecessary headings.
Theoretical Nursing Framework	20	Select an appropriate nursing theory, health-promotion model, disease-prevention model, or conceptual framework that aligns with the proposed health problem. Explain the major concepts of the theory and clearly demonstrate how the framework supports the population, intervention, implementation, and expected outcomes of the project.
Spelling, Grammar, and Required Length	10	The paper should contain fewer than five grammatical, spelling, capitalization, or punctuation errors. Academic and professional language should be used throughout. The paper must meet the entire required word or page count established by the instructor.
Sources and Evidence	10	Use more than five current sources, with at least three peer-reviewed journal articles or scholarly books. Include both general background evidence and specialized evidence related to the intervention. Any websites used should come from authoritative organizations such as the CDC, NIH, WHO, or professional healthcare organizations. Citations and references should follow APA 7th edition.
TOTAL	100/100	All Outstanding criteria must be fully addressed.

Capstone Project Summary

Background and Identification of the Problem

Colorectal cancer is an important public health concern and remains a significant cause of cancer-related morbidity and mortality in the United States. Screening is an essential preventive strategy because it can identify precancerous lesions and colorectal cancer at earlier stages, when treatment may be more effective. The U.S. Preventive Services Task Force (2021) recommends colorectal cancer screening beginning at age 45 for average-risk adults and continuing through age 75.

Despite established screening recommendations, disparities remain among Hispanic adults. Nationally, 61.4% of adults aged 45–75 were up to date with colorectal cancer screening in 2022; however, only 52.4% of Hispanic adults were current with screening, compared with 63.5% of non-Hispanic White adults. In addition, 41.7% of Hispanic adults had never undergone colorectal cancer screening. Screening disparities are especially evident among younger adults aged 45–49, among whom only 29.8% were up to date with screening and 65.7% had never been screened (King et al., 2025).

Local data also demonstrate the relevance of this problem. Miami-Dade County reported approximately 1,320 new colorectal cancer cases in 2023, corresponding to an age-adjusted incidence rate of 36.5 cases per 100,000 population. In 2024, approximately 456 colorectal cancer deaths occurred in Miami-Dade County, representing an age-adjusted mortality rate of 12.2 deaths per 100,000 population (Florida Department of Health, 2026). Furthermore, Ashad-Bishop et al. (2023) found that colorectal cancer screening rates across Miami-Dade County averaged approximately 59%, but rates decreased to approximately 53.3% in communities with greater social vulnerability. These findings demonstrate that countywide statistics may conceal important disparities within individual neighborhoods and underserved communities.

Population and Setting

The initial population for this project consisted of Hispanic adults aged 45–75 living throughout Miami-Dade County. However, this population was determined to be too broad for a 12-week capstone project. Therefore, the population was narrowed to Hispanic adults aged 45–75 receiving care at a specific community clinic in Hialeah, Florida.

Hialeah is an appropriate setting because the community includes a large Hispanic and Spanish-speaking population. Hispanic adults may encounter several barriers to colorectal cancer screening, including limited awareness, language discordance, lack of health insurance, financial concerns, limited healthcare access, fear, cultural beliefs, and misunderstanding of available screening methods. Montalvan-Sanchez et al. (2024) identified limited awareness, access problems, and language differences as important factors that can delay colorectal cancer screening among Latino and immigrant populations.

These barriers are significant because inadequate knowledge and delayed screening may contribute to later diagnosis, more aggressive treatment, greater healthcare costs, decreased quality of life, hospitalization, and premature mortality. A bilingual and culturally responsive educational resource may therefore help address misconceptions and communication barriers within this population.

PICOT Question

In Hispanic adults aged 45 to 75 receiving care at a community clinic in Hialeah, Florida (P), how would the development of a bilingual teaching plan about colorectal cancer screening (I), compared with standard educational information (C), support improved colorectal cancer screening education (O) over 12 weeks (T)?

Because the educational intervention will not be implemented directly with patients, the project will not measure actual changes in patient knowledge or screening behavior. Instead, the primary outcome will be the development and expert evaluation of an evidence-based bilingual educational product.

Proposed Intervention

The proposed intervention is the development of a simple, culturally appropriate bilingual teaching plan in English and Spanish addressing colorectal cancer screening. The educational materials will explain the importance of screening, the recommended starting age, available screening options, the role of early detection, and common misconceptions regarding colorectal cancer and screening procedures.

The educational plan will incorporate understandable language, culturally appropriate content, and visual aids when appropriate. The project will be completed over 12 weeks and will include a review of current evidence, development of the bilingual educational materials, evaluation by the preceptor or qualified healthcare professionals, revision based on feedback, and final presentation of the completed educational product.

No patients will be recruited, no surveys will be administered, and no identifiable health information will be accessed. Consequently, the project will focus exclusively on creating and evaluating an evidence-based educational resource rather than conducting direct human-subject research.

Evidence-Based Practice and APRN Role

Evidence-based practice is fundamental to this capstone because it integrates the best available scientific evidence with clinical expertise, patient preferences, cultural considerations, and healthcare-setting characteristics. APRNs have an important role in identifying clinical practice problems, critically evaluating research, translating evidence into practice, and developing interventions that respond to population-specific healthcare needs. Strengthening evidence-based practice knowledge among advanced practice nurses can support healthcare environments in which clinical decisions are consistently informed by current evidence (Hooge et al., 2022).

In this capstone project, the APRN will function as an evidence translator, educator, collaborator, and change agent. The APRN role includes reviewing current literature related to colorectal cancer screening, identifying gaps in preventive health education, developing culturally and linguistically appropriate materials, ensuring consistency with current screening recommendations, collaborating with the preceptor, and evaluating the quality of the final educational product.

The literature supports bilingual education, culturally appropriate communication, community outreach, and patient navigation as strategies that may help reduce barriers to colorectal cancer screening among Hispanic populations (Montalvan-Sanchez et al., 2024). Therefore, the proposed educational plan represents a practical application of evidence-based practice to an identified health disparity.

Nursing Theoretical Framework

Pender’s Health Promotion Model will serve as the nursing theoretical framework for the project. The model emphasizes how individual characteristics, previous experiences, perceived benefits, perceived barriers, interpersonal influences, cultural factors, and self-efficacy influence health-promoting behaviors (McEwen & Wills, 2023).

Pender’s model is appropriate for this project because Hispanic adults may experience barriers such as language differences, fear, limited knowledge, financial concerns, and uncertainty regarding available screening procedures. The educational materials will be designed to increase awareness of the benefits of colorectal cancer screening while addressing common misconceptions and perceived barriers. Information will be provided in both English and Spanish using clear language and culturally appropriate communication.

Change Theory

Lewin’s Change Theory will guide the development and refinement of the educational plan through the stages of unfreezing, changing, and refreezing. During the unfreezing stage, current evidence will be reviewed to identify colorectal cancer screening disparities, educational gaps, and barriers affecting Hispanic adults. During the changing stage, the bilingual educational plan will be developed and revised based on scientific evidence and preceptor feedback. During the refreezing stage, the materials will be finalized and recommendations will be developed for possible future incorporation into patient-education practices at the clinic.

Lewin’s Change Theory complements Pender’s Health Promotion Model because Pender provides a framework for understanding health beliefs and barriers, while Lewin provides a systematic process for developing and integrating an evidence-based educational change.

Project Outcome and Significance

The primary outcome of this capstone project will be the completion and expert evaluation of an evidence-based bilingual colorectal cancer screening educational plan designed for Hispanic adults aged 45–75 receiving care at a community clinic in Hialeah, Florida. The project will not claim measurable improvement in patient knowledge or screening behavior because the intervention will not be implemented directly with patients.

The significance of the project is its potential to provide the clinic with a culturally and linguistically appropriate educational resource that addresses an identified preventive healthcare disparity. By integrating evidence-based practice, health-promotion theory, change theory, and the APRN role, the project demonstrates how advanced practice nurses can translate research into practical resources that may support colorectal cancer screening education and reduce communication barriers among Hispanic adults.

References

Ashad-Bishop, K. C., Nwabudike, S. M., Shah, C., & Kobetz, E. (2023). Hyperlocal disparities in breast, cervical, and colorectal cancer screening: An ecological study of social vulnerability in Miami-Dade County. Preventive Medicine Reports, 34, 102262. https://doi.org/10.1016/j.pmedr.2023.102262

Florida Department of Health. (2026). Colorectal cancer incidence. FLHealthCHARTS. https://www.flhealthcharts.gov/ChartsDashboards/rdPage.aspx?cid=0445&rdReport=NonVitalInd.Dataviewer

Florida Department of Health. (2026). Deaths from colorectal cancer. FLHealthCHARTS. https://www.flhealthcharts.gov/ChartsDashboards/rdPage.aspx?cid=89&rdReport=Death.Dataviewer

Hooge, N., Allen, D. H., McKenzie, R., & Pandian, V. (2022). Engaging advanced practice nurses in evidence-based practice: An e-mentoring program. Worldviews on Evidence-Based Nursing, 19(3), 235–244. https://doi.org/10.1111/wvn.12565

King, S. C., King, J., Thomas, C. C., & Richardson, L. C. (2025). Baseline estimates of colorectal cancer screening among adults aged 45 to 75 years, Behavioral Risk Factor Surveillance System, 2022. Preventing Chronic Disease, 22, 250175. https://doi.org/10.5888/pcd22.250175

McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (6th ed.). Wolters Kluwer. https://books.google.com/books?id=Cft4zgEACAAJ

Montalvan-Sanchez, E. E., Beas, R., Karkash, A., Godoy, A., Norwood, D. A., & Dougherty, M. (2024). Delays in colorectal cancer screening for Latino patients: The role of immigrant healthcare in stemming the rising global incidence of colorectal cancer. Gastroenterology Research, 17(1), 41–51. https://doi.org/10.14740/gr1697

U.S. Preventive Services Task Force. (2021). Screening for colorectal cancer: U.S. Preventive Services Task Force recommendation statement. JAMA, 325(19), 1965–1977. https://doi.org/10.1001/jama.2021.6238