cap 5

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.

Does not assess the contribution of an intervention to patient, family, or group satisfaction and quality of life.

Attempts to assess the contribution of an intervention to patient, family, or group satisfaction and quality of life based on unfounded assumptions.

Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life.

Assesses the contribution of an intervention to patient, family, or group satisfaction and quality of life. The assessment is fair, unbiased, and supported by feedback from the patient, family, or group.

Describe one's use of evidence and peer-reviewed literature to plan and implement a capstone project.

Does not describe one’s planning and implementation of a capstone project.

Attempts to describe one’s planning and implementation of a capstone project.

Describes one's use of evidence and peer- reviewed literature to plan and implement a capstone project.

Succinctly describes one's use of evidence and peer- reviewed literature to plan and implement a capstone project. Project planning and implementation clearly reflect the influence of evidence-based practice.

Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.

Does not describe how one used health care technology in a capstone project.

Attempts to describe how one used health care technology in a capstone project.

Assesses the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.

Presents an articulate assessment of the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group. Offers keen insight into prospective improvements in health care technology use.

Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.

Does not describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.

Attempts to describe health policies that influenced the planning and implementation of one’s capstone project and any contributions the project made to policy development.

Explains how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.

Presents an articulate assessment of how health policy influenced the planning and implementation of one’s capstone project, as well as on any contributions the project made to policy development. Offers keen insight into the baccalaureate-prepared nurse's role in policy implementation and development.

Explain whether capstone project outcomes matched one's initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Document the completion of nine hours of practicum time.

Does not describe capstone project outcomes and does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form.

Attempts to describe capstone project outcomes and/or does not document the completion of nine practicum hours in Capella Academic Portal Volunteer Experience Form.

Explain whether capstone project outcomes matched one's initial predictions and documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.

Provides an articulate and perceptive explanation of whether capstone project outcomes matched one's initial predictions. Exhibits clear insight into the generalizability and best- practice potential of the intervention. Documents the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form. Documents the completion of nine hours of practicum time.

Assess one’s personal and professional growth throughout a capstone project and the RN-to- BSN program.

Does not summarize one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.

Summarizes one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.

Assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.

Objectively assesses one’s personal and professional growth throughout a capstone project and the RN-to-BSN program. Provides a comprehensive and detailed retrospective of one’s overall performance and growth.

Communicate professionally in a clear and well-organized video.

Does not communicate in a video.

Communicates in a video. Content delivery is hesitant, unclear, or read from a script.

Communicates professionally in a clear and well-organized video.

Communicates professionally in a clear and well-organized video. Content delivery is focused, smooth, and well- rehearsed. Information sources are credited appropriately.

Print Intervention Presentation and Capstone Video Reflection Scoring Guide