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CAPePosterCreationandPresentationGuidelines_.docx

CAP e-Poster Creation & Presentation Guidelines

Poster presentations share research and clinical projects. Your electronic (e-) poster will present key elements of your Clinical Application Project (CAP).

· The CAP e-poster is to be designed on a PowerPoint template, but not printed. You will simply submit the PowerPoint file to the Brightspace submission folder.

· If you are unfamiliar with creating a scientific poster, instructions are outlined at the bottom of this document. It’s easier than you think. Because you are limited by space in the poster format, you must be clear and concise in your writing.

· Refer to the CAP rubric for all necessary requirements.

General guidelines for e-poster:

· The e-poster should look neat, professional, and visually appealing

· Use a simple font (like Arial), no smaller than size 32; larger for section headings and even larger for title/presenter name

· Regarding text:

· Labels or headings should be clear and easy to understand.

· Select contrasting colors; darker letters are effective when used on a light background & vice versa.

· Text should be brief and to the point; use short sentences or phrases to summarize key points; bullet points work well.

· If you are planning to use charts or graphs on your poster:

· Visual data help to express ideas; graphics should be understandable.

· Keep it simple; don’t overwhelm the audience with too many numbers.

· Make sure there is a clear caption so the reader understands the significance.

· Assure consistency in use of format.

· Check and double check spelling.

Reminders:

· Include any form, brochure, or handout you develop as part of the project.

· A reference page in APA format must be submitted with your e-poster. The reference page should include at least the journal articles that were discussed in the literature reviews of the clinical topic and solution.

Poster Instructions

1. Open the poster template in the course shell (or find your own) and save it to your computer.

2. Experiment with different colors, fonts, designs.

3. Keep in mind the “general guidelines” listed above.

4. Add your content, graphics, charts, etc.

5. Save your work frequently as you create.

CAP Presentation

Clinical Application Projects will be presented orally to a small group of your peers and a university faculty or staff who will grade the presentation. This will be done the same day as the Clinical Competence Exams and timed schedule will be provided prior to the day.

CAPposterexample1.pptx

Gestational Diabetes Mellitus: Interventions for Hispanic/Latina Pregnant Women

Luis A. Gutierrez

PSMEMC OB Unit

Resurrection University, NUR 4642: Role Transition

Problem/topic

Gestational Diabetes Mellitus (GDM) impacts 2%-10% of all pregnancies in the United States every year (Center for Disease Control and Prevention, 2017).

Per care team, PSMEMC has experienced an influx of Hispanic/Latina pregnant women diagnosed with GDM.

Language barrier is the biggest obstacle with patient education. Staff members reported that Spanish speaking resources for GDM and nutritional education are scarce.

Community background

The racial disparities seen in GDM directly impacts St. Mary’s and Elizabeth Medical Center due to the physical location of the hospital. St. Mary’s and Elizabeth Medical Center is located near the Humboldt Park neighborhood.

Literature Review

Problem/topic

Cultural/linguistic barriers. Carolan-Olah et al. (2017) identify that language is one of the barriers understanding the impact that GDM could have on the mother’s health as well as the newborns. In addition, cultural food selection greatly increases the risk for developing GDM for Spanish speaking mothers.

Lack of activity and poor dietary selections. Chasan-Taber (2012) identifies that there is a higher likelihood for gestational diabetes and macrosomia to develop in Latinas who are obese.

Solution

Linguistic adaptation. Schellinger et al. (2017) demonstrate that Hispanic/Latina pregnant women participating in a group care model offered in Spanish showed indicators of effective education and implementation regarding GDM and pregnancy.

Cultural background, socioeconomic status and nutrition. Rhoads-Baeza and Reiz (2012) determine that the relevancy of the dietary recommendations provided to women, incorporating cultural factors, contributed and facilitated the success of interventions addressing Hispanic/Latina pregnant women.

Solution

An educational group program will be implemented at the St. Mary’s and St. Elizabeth’s OB unit.

The educational group program will provide:

Access professionals in Spanish.

Education and information on reducing their risk for GDM.

Space and support for women to learn healthy diet options that are culturally and linguistically relevant.

Implementation

Recruitment

Women at risks for GDM will be referred to group by PSMEMC OB Clinic

Intervention

Group will receive psychoeducation on GDM

Participants will be taught to test and measure glucose levels independently

Utilizing food journals to track meals and generate discussion around their current dietary practices

Nutrition education providing suggestions to each participant based off of food that is culturally relevant to them.

Assessment

Staff member will be able to track and share patient information with their medical physician for continuity of care.

To monitor patient’s health status throughout their pregnancy, surveys and glucose levels will be utilize.

Future Implementations

Acknowledgements

I would like to thank my Preceptor Ami Patel, BSN-RN and secondary preceptor Jennifer Kruc, BSN-RN who endorse this project and felt that it would be beneficial to the unit. I would also like to thank the OB residents who provided feedback on my intervention.

Gestational Diabetes Mellitus (GDM):

Interventions for Hispanic/Latina Pregnant Women

(Clinical Unit Here)

Resurrection University, NUR 4642: Role Transition

While Hispanic/Latina women are the population that is being seen at PSMEMC, they are not the most at risk for GDM. Nationally, Asian/Pacific Islander women are increasing at faster rates (See Table 1). Utilizing this model of incorporating cultural components to dietary interventions could also assist in dropping rates of GDM in that population.

Table 1

Printing:

This poster is 48” wide by 36” high. It’s designed to be printed on a large-format printer.

Customizing the Content:

The placeholders in this poster are formatted for you. Type in the placeholders to add text, or click an icon to add a table, chart, SmartArt graphic, picture or multimedia file.

To add or remove bullet points from text, just click the Bullets button on the Home tab.

If you need more placeholders for titles, content or body text, just make a copy of what you need and drag it into place. PowerPoint’s Smart Guides will help you align it with everything else.

Want to use your own pictures instead of ours? No problem! Just right-click a picture and choose Change Picture. Maintain the proportion of pictures as you resize by dragging a corner.

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CAPInstructions--DraftsPapere-posterRubricrv.10.23MJB-Copy.docx

Clinical Application Project Instructions and Rubric

Description :  The Clinical Application Project (CAP) is an opportunity for the BSN student to identify a quality improvement (QI) project or clinical issue that is relevant to the unit/department the student has been assigned for their Role Transition clinical placement. The student will collaborate with unit leaders/educators to determine a QI project that will help improve some aspect of nursing practice. The student will examine the research related to their topic and investigate the literature for a solution/intervention to improve the identified issue. The student then creates a final project which includes a discussion of the identified problem and the intervention/solution that will be implemented on the unit. Students will present their work in a professional paper and electronic poster which will be presented to their peers and faculty/staff in Week 7 of the term (a task associated with the Clinical Competence Exams).

Step-by-step directions : 

1. Identify a quality improvement problem or clinical issue for improvement relevant to your clinical setting. Consult with your RN preceptor, unit leadership/educators and Oak Point clinical faculty regarding your topic. This QI problem must be approved by the unit leadership as well as potential solutions/interventions to be implemented. Interventions must be approved by unit leadership before undertaking the writing of either the first or second drafts of the paper. Your clinical faculty must approve the topic before work is initiated.

2. Educate yourself about the importance of your QI project to nursing practice as it is related to your particular clinical placement. You should clearly identify the problem broadly in the first draft. Include facts, statistics etc. that are relevant to defining the topic with evidence found in current or recent literature. Refer to Leadership and Management (week 5) course documents reviewed that will assist with your search for evidence-based identification and proposed interventions/solutions (TJC, AHRQ, Leapfrog, AHRQ, CMS, Illinois Hospital Report Card, HCAHPS, etc.)

3. Critically analyze the literature related to the area of concern. The rubric clearly identifies the details required for this section.

4. Identify possible interventions/solutions to the selected area of study, based on the evidence in the literature. These interventions will be thoroughly reviewed and approved by unit leaders/educators before writing about them or attempting implementation. These steps will also be discussed and approved by your clinical faculty.

5. Review each intervention for its strengths, weaknesses, and practicality.

6. Select one solution for implementation that has been approved by unit leadership/educators. Discuss what the scope of the project will include and what the student will be able to implement during the clinical hours on the unit.

7. Engage in the necessary work for this quality improvement project (e.g., develop a new form and identify approvals required for its use). Although students may not have enough time to actually implement their entire project or quality improvement activity, the final work product should clearly outline the plan for implementation, including a timeline. Students will provide evidence of their work by submitting the product of their (e.g., educational program outline, instructional pamphlet, nursing form, pocket resource, new policy, patient or family focused education, etc.).

8. The student will create an electronic poster which visually represents the clinical application project. The e-poster displays similar components as the paper, but in a very concise and visually pleasing format. Further guidelines and instructions for the e-poster are included in the rubric entitled “Grading Criteria for e-Poster ”.

9. The final paper and electronic poster are graded according to the specifics contained in the following grading rubric. Presentations of the e-poster will take place on campus during the CCE (Week 7/Term 2) to peers and faculty/staff. See Instructions and Grading Rubric for CAP Presentations.

Clinical Application Project Instructions and Rubric

Grading criteria for PAPER

Points

Comments

Introduction

· Introduces QI problem and provides overview of the issue/topic (2 pts.)

· Discusses why this problem is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.)

· Identifies unit, unit leader/educator with credentials, etc. support for the project (1 pt.)

· Identifies how the project will specifically benefit the unit/organization (1 pt.)

· Includes a title page with project title identified and reference page using APA format (1 pt.)

/7

Literature review: topic/issue

· Includes at least two recent articles (less than 5-7 years) from professional nursing or health sciences journals (2 pts.)

· Article supports the evidence necessary for the problem

· For each article: provides brief summary of the article and discusses how the article is pertinent and relevant to the topic/issue (4 pts./each article=8 total)

/10

Literature review: solution/intervention

· Includes at least two recent (less than 5-7 years) articles from professional nursing or health sciences journals (2 pts.)

· For each article: provides brief summary and discusses how the article is pertinent and relevant to the solution or interventions (4 pts./each article=8 total)

· Articles support the student’s chosen solution or intervention with clear evidence-based facts(2 pts.)

/12

Implementation/intervention

· Clearly describes final project and intervention (2 pts.)

· Outlines specific steps to implement final project/solution, including timeline for how the project could be “rolled out”. Discusses implementation student contributed on unit if done (4 pts.)

· A clear description of the implementation (in-service handouts, pamphlet, form, pocket card, for example) and sample MUST be included with paper

· Discusses how the project will address/improve the clinical issue (2 pts.)

· Discusses future follow-up, evaluation, and/or measurement of the impact of the project (3 pts.) 

/11

Paper mechanics

· Incorporates required content in a 4-5-page paper (not including title page and reference page) (2 pts.)

· Follows correct APA:

· Proper title page (1 pt.)

· Appropriate text spacing, font size, headings, and in-text citations (2 pts.)

· Formatted reference page (2 pts.)

· Use Oakpoint Library Guides and resources for APA formatting (7th edition)

· Writes clearly; uses correct grammar, spelling, and punctuation; avoids first person voice (3 pts.)

/10

Grading criteria for e-POSTER

Points

Comments

Topic/issue

· Clearly defines the QI problem or issue (2 pts.)

· Includes clarifying information about the topic or issue

(2 pts.) *

· Communicates specifics about why it is pertinent to the particular unit or organization (2 pts.) *

· States institutional support—names/credentials (1 pt.)

*If applicable, poster uses appropriate graphic or visual which conveys national or local data, trends, organization or unit statistics, etc.

/7

Literature review of the topic/issue

· Includes literature support of the topic or issue (1 pt.)

· Summarizes most important point(s) of each article (4 pts.)

· Clearly connects authors with literature points (1 pt.)

/6

Solution/intervention

· Clearly defines feasible intervention/solution (3 pts.)

· Includes literature support of chosen solution (2 pt.)

· Clearly connects authors with solution literature (1 pt.)

/6

Implementation

· Identifies and explains final project and attaches a copy of “work product” (in-service handouts, pamphlet, form, pocket card, for example) (4 pts.)

· Specifically describes how the final project would be implemented, including timeline for “roll-out” (2 pts.)

· Describes how the impact of the project could be measured or evaluated (2)

· Addresses the future implications of the project for the unit and/or nursing in general (2 pts.)

/10

e-Poster mechanics

· Professional looking: follows elements of e-poster construction; organized and clear layout that flows well (2 pts.)

· Visually appealing: words and graphics are easy to see; appropriate use of color (1 pt.)

· Student’s name, Oak Point University and project site are clearly identified (1 pt.)

· Reference page is complete, in proper APA format, and submitted with the e-poster (1 pt.)

· Appreciation/thanks for project site personnel are cited (1 pt.)

/6

TOTAL /85