MODULE 5 Chapter 3 will explain how you accomplished your capstone’s purpose and

MODULE 5
Chapter 3 will explain how you accomplished your capstone’s purpose and how your reviewers evaluated the project. You will describe what tool (minutes, transcripts, pre-test/post-test) you created to solicit feedback. This chapter you will not have citations or sources and will not discuss another scholars’ work. You will describe:
Because you usually do not have permission from an Institutional Review Board (IRB) to share demographic information, remember that you can only share information about the expertise of your reviewers that qualify them to review your activity. Are they stakeholders? Would they be content experts? Do not, under any circumstances, share information about their performance or opinions about the problem you are seeking to address. They can comment on the need for your change of process or activity and how to improve the quality of it without IRB approval.
This chapter will explain how you accomplished your capstone’s purpose and how your reviewers evaluated the project. You will describe what tool (minutes, transcripts, pre-test/post-test) you created to solicit feedback. You will discuss feedback in chapter 4. You should not include any information about other published research—that belongs in the literature review. This section should be approximately 4-6 pages in length.
Assignment Description:
This chapter describes how you accomplished your project.
Begin by describing the approach to the project you chose and why this approach was the most appropriate.
Next, detail every step of the process.
Although this section varies depending on approach , many of the following areas typically are addressed:
• Description of the reviewers or participants
a. Nurses
b. Patients
c. Families
d. Future nursing students
• Description of the project design
• Development of instrument, tool or method for obtaining feedback (surveys, interviews, observation, content analysis)
• Identification of themes/categories
This section should be about 3 pages and content should be separated with APA first and second level headings as appropriate.
My project, hospice misconceptions, was based on the critical appraisal of current evidence-based research findings. Utilizing the information gleaned from the research findings, I was able to develop and implement my project. I began my project with an educational introductory voice recorded powerpoint that explained what hospice misconception is and introduced my project to potential participants. This powerpoint to be played in the lobby, when admitting new hospice patients, to the new admitted hospice patients families, and employees such as nurses, aids, PT/OT etc. My project was virtual/remote. When my preceptor admitted a new hospice patient I was on the phone with her and she asked what questions the patients and families members had before the powerpoint was played. I wrote down some of the most common questions.
1. Hospice is giving up
2. Hospice is only for cancer patients
3. Hospice is where you go to die
4. Hospice means I’m going to die soon
5. You can’t keep your own doctor if you enter a hospice program
6. It is the doctor’s responsibility to bring up hospice
7. Once you chose hospice care there is no turning back
8. If you choose hospice care you won’t get othr medical care
9. Hospice requires a DNR order
10. All hospices are the same
11. Disabled people can’t receive hospice care
My preceptor implemented a survey of the developed post-intervention survey as a hyperlink during patient hospice admissions so that were assessable to all participants via workplace, which was designed to measure how informative and effective the powerpoint was, where the nurses sought support and the collection of demographic information.
The Essentials of Master’s Education in Nursing (2011) published by The American Association of Colleges of Nursing (AACN) define the expected outcomes for all master’s nursing program graduates. My project addresses Essentials I – III as hospice misconceptions may contribute to both the decrease in the quality of care and safety (Hiler et al., 2018). Essentials IV was addressed during the literature search portion of the project as well as the design and distribution of two surveys and seven interventions.
Essential VI will be addressed in the coming months as I intervene at the system level to advocate for patients and families who suffer from hospice misconceptions. Kok et al., (2020) suggested that hospice misconceptions may fade over time, but moral injury may persist which indicates that peer support mechanisms and grassroots dialogues are necessary to decrease hospice misconceptions and prevent moral injury. Essential VII was addressed during the implementation of the project even though I did not include respiratory therapists, intensivists, and other disciplines in my study. Instead, I spent a great deal of time talking with nursing students, families, and patients to understand their views on hospice missconceptions, including what types of situations, caused the greatest burden. This information was valuable during the construction of the surveys.
Finally, Essential IX is addressed throughout the entire project as I attempt to influence the healthcare outcomes for those cared for by those with misconceptions. As hospice misconceptions may cause physical, psychological, and social symptoms, focusing on its reduction may increase both patient safety and patient outcomes (Hiler et al., 2018; Wocial, 2020). I desire that this project will enhance the health of my colleagues and therefore allow them to provide better care to those we serve.
*** Please find the attached example of a paper regarding a different topic