Capstone Project Formatting Guidance
Capstone Project Formatting Guidance
Follow the HSC standard formatting for written assignments as follows:
Arial or plain text font e.g., Time New Roman, Calibri, size 11 or 12 (headings may be larger)
1.5- or 2.0-point line spacing for the main assignment and appendices
Use single line spacing for the reference list but leave a line space between each reference
Margins 2cm all round for unbound work
Page number included centre bottom on every page except cover page
Do not include your name
Your student registration number and module code should be included as a header in the top right-hand corner or as a footer on every page (except cover page see below)
Cover page should include:
Student Registration Number:
Assignment: HSCN6101Y
Word count:
Title of your Capstone Project:
Course:
Cohort:
School of Health Sciences
University of East Anglia
Date of submission:
An example of traditional layout is provided on the next page.
Feel free to adjust this slightly to suit your own style just keep the general principles of this layout.
Student Registration Number: 100100100
Assignment: HSCN6101Y
Word count: 8550
Improving the Quality of Nursing Care for Bariatric Patients in an Acute Hospital Setting
Capstone Project
BSc (Hons) Adult Nursing - September 2021
School of Health Sciences
University of East Anglia
March 2024
What are the Effects of Pain Management for Individuals with Venous Leg Ulcers in Treatment Compliance and Effective Healing
Capstone Project
BSc (Hons) Adult Nursing - September 2021
School Of Health Sciences
University of East Anglia
March 2024
Abstract - 300 words
Aim:
To explore the effects of pain management on individuals with venous leg ulcers, on treatment compliance and effective healing.
Design and Methods:
Using online databases a search was carried out and the literature that had been published between 2013 to 2023 was reviewed. The literature was then narrowed down according to the inclusion and exclusion criteria. Five articles were identified and critically appraised.
Results:
Conclusion:
Clinical Relevance:
Service Improvement:
Self contained description of the whole capstone
Provide a succinct, structured summary of the work using headings such as: introduction, aim, method, findings, service improvement and conclusion
Should not contain abbreviations or references
Contents Page - 100 words
Introduction
Methodology /Methods
Findings
Critical Discussion
Service Improvement Plan
Leading Change
Conclusion
References
Appendices
Introduction - 750
Venous leg ulcers are a common issue presented to nurses, especially within the community. Within nursing there is a need to improve research, raise awareness of the benefits of correct assessment,
A clearly defined problem/issue and aim
Your interest and experience in relation to this topic
Background/contextual information about this topic
Any national.international guidelines that are influencing this topic
The potential implications/consequences of not addressing this problem
A summarising comment on why this topic is important
Methodology - 1000
Aim:
The aim of this study was to systematically review current and pertinent healthcare literature in order to evaluate the effects of pain management in individuals with venous leg ulcers and the effects it has on compliance and effective healing. Table 1, shows the formulation of the research question using PICOT (Aveyard, 2023).
Table 1.
P Population Individuals with Venous Leg Ulcers
I Intervention/Issue Management of Pain
C Comparison/Context Leg Ulcer Treatments
O Outcome Leg Ulcer Healing
T Time/Type of study Quatitative/Qualitative
Search Strategy:
To start the search for papers a preliminary literature search was carried out, this was to enable an optimal strategy in identifying a body of evidence to analyse, along with assisting in gaining insight into the topic (Aveyard, 2023), in this case the topic was leg ulcers. In the original search of both research but also current guidelines, and books on the subject of venous leg ulcers, a common issue of pain management was found. Table 1, demonstrates the breakdown of the research question, and how it was formulated using PICOT. PICOT, was developed and adapted to cover both qualitative and quantitative questions (Aveyard, 2023). After identifying the key parts of the question, a general question was created which then after reflecting on research was further refined to create the current research question which was then used to begin finding relevant research to use in the literature review.
A preliminary search was then carried out using the key themes identified using PICOT. This identified key terms and highlighted relevant databases that were reoccurring when researching the topic. This identified the following electronic databases; AMED, CINAHL ultimate, MEDLINE ultimate, British Library Document Supply Centre Inside Serials and Conference proceedings, Science Direct,
Inclusion and Exclusion Criteria:
In order to ensure only relevant literature is used a inclusion and exclusion criteria was made. This was formulated by narrowing down specific areas to research within this study. This helped to narrow down the amount of available research to research only relevant to this study. View Table 2 to see the inclusion and exclusion criteria used in this study.
Table 2.
Inclusion Exclusion
Study Type: Primary Studies
Quatitative
Qualitative
Mixed methods Secondary Studies
Systematic reviews and meta analysis
Setting: Outpatient, hospital and Community settings Acute Care settings
Participants: Individuals with venous leg ulcers Individuals with alternative leg ulcers: arterial, diabetic
Publication Date: 2013 onwards (Gold standard) Pre 2013
Publication Language: English Language All other languages
Search outcomes:
Once the key words, key themes and inclusion and exclusion criteria was identified using the disclosed databases the search was conducted. The first results showed 155 papers across the search bases. After reviewing the new studies using their titles, abstracts and reference lists 100 papers were found. After further reviewing these papers and removing any duplicates 5 papers were found that fit the literature review question. These are identified in Table 3 along with their methodology.
Table 3.
Study Methodology
Ivins and Jones, 2020 Multi-centre case series
Atkin and Martin, 2020 Survey
Akesson et al, 2014 Data analysis
Nunes et al, 2019 Comparative trial
Dockin et al, 2018 Focus groups
Critical Appraisal:
In order to critically appraise the studies being used the tool published by the Critical Analysis Skills Program (CASP) (2018), was used in order to frame the analysis. These qualifying studies met the criteria within CASPs Qualitative Studies Checklist (2018). This tool consists of three sections; are the results of the study valid (section A), what are the results (section B), will the results help locally (section c). Section A consists of 6 questions, section B consists of 3 questions and section C consists of 1 question. The first 9 questions give the option to answer yes, no or cant tell, this is to help identify if the studies are relevant and valid, the reason for using these values over a numerical value is due to the studies being qualitative and therefore using a quantitative value would not suit the research being appraised. Table 4 demonstrates the summary of the qualitative CASP checklist in relation to the studies
Table 4.
Number of Articles
Yes No Cant tell
Was there a clear statement of the aims of the research?
5
Is a qualitative methodology appropriate?
5
Was the research design appropriate to address the aims of the research?
5
Was the recruitment strategy appropriate to the aims of the research?
3
2
Was the data collected in a way that addressed the research issue?
2
3
Has the relationship between researcher and participants been adequately considered?
2
3
Have ethical issues been taken into consideration?
5
Was the data analysis sufficiently rigorous?
5
Is there a clear statement of findings?
5
The five articles used were then summarised and reviewed to find their main findings, strengths and limitations shown in table 5.
Table 5.
Author Title Year of publication Database Country Design Sample Main Findings Strengths and limitations
Irvins N, Jones N Two-layer reduced compression system for lower limb wounds: a non-comparative evaluation 2020 CINAHL ultimate United Kingdom Multi-centre case series Not stated Two-layer bandaging was more comfortable to wear with minimal complications. Only 13% of patients reported poor acceptability due to comfort and tolerability Strengths: Clearly defined inclusion and exclusion criteria. Clear evaluation objectives. Set standards of wound assessment and healing trajectory.
Limitations:
Small sample sign, high withdrawal rate, short study period
Atkin L, Martin, R An audience survey of practice relating to pain in the management of chronic venous leg ulcers 2020 CINAHL ultimate United Kingdom Survey Not stated The majority of practitioners felt they could manage patients presenting with venous leg ulcers and pain. Reduced access to specialist pain teams, however, consistent referrals to GPs to assist in managing pain. 40% of practitioners stated they would regularly compromise of the level of compression due to pain, and 54% said they would do this occasionally Strengths:
High response rate, high validity questions,variety of specialists questioned.
Limitations:
varying response rates per section, unable to expand on responses, unable to segregate answers into professional groups, individuals with concern over pain management in venous leg ulcer patients were likely to be over-represented
kesson N, ien R F, Forssell H, Fagerstrm Ulcer pain in patients with venous leg ulcers related to antibiotic treatment and compression therapy 2014 CINAHL ultimate Sweden Data analysis n=431 Ulcer pain was reported by 57% of patients. One third of the patients stated their pain was at 7 or more.
There was not a significant difference between the pain and no pain groups in relation to compression therapy Strengths:
Non biased inclusion registry, large study population.
Limitations:
Doesnt include how often patients were given antibiotics.
Also does not include what compression therapy was used. Nobly. Represents patients with healed leg ulcers.
Nunes C, Melo P, Malaquias S, Amaral K, Alves G, Meira A, Cardozo A, Pereira L, Bachion M Effectiveness of two bundles in venous leg ulcer healing: A randomised controlled trial 2019 ScienceDirect Brazil Comparitive trial n=82 Pain intensity between dressing change decreased with effective healing and dressing compliance. A reduced healing rate was also found when not using compression therapy. Compression with a primary dressing showed increased healing and pain reduction. Strengths:
Breakthrough of combining several therapies. Clear inclusion and exclusion criteria
Limitations:
Lack of blinding. Small number of participants.
Docking R, Boateng J, Catanzano O, Schofield P A preliminary study of pain relieving dressings for older adults with chronic leg ulcers from the providers perspective: A qualitative study 2018 British Library Document Supply Centre Inside Serials and Conference Processings England Focus groups Not stated Nursing staff felt that both physical pain and psychological aspect had an effect on individuals with venous leg ulcers.
Participants reported that pain was worst during dressing changes.
A key problem with treatment was noncompliance due to anxiety in regards to pain. Strengths:
Wide reaching. Used experienced professionals to form topics and identify key issues.
Limitations:
Preformed links used to recruit for the focus groups. Only used professionals, not individuals actually suffering from venous leg ulcers.
Findings - 2000
Themes Ivins and Jones, 2020 Atkin and Martin, 2020 Akesson et al, 2014 Nunes et al, 2019 Dockin et al 2018
Reducing compression, reduces patients pain Evidence found Evidence found
Reducing pain can improve healing Evidence found Evidence found Evidence found Evidence found
Increased pain causes reduced quality of life Evidence found Evidence found Evidence found
Adapting treatment plan in a person centred way aids in healing and compliance Evidence found Evidence found Evidence found
Reduced access to pain management teams and training Evidence found Evidence found
Compression dressing can reduce pain Evidence found Evidence found Evidence found
Reduced compliance due to pain/ Increased compliance on reducing pain Evidence found Evidence found Evidence found Evidence found
Statement of Findings:
Of the five studies used 3 were conducted across the United Kingdom (Docking et al, 2018; Ivines and Jones, 2020; Atkin and Martin, 2020), one was conducted in Brazil (Nunes et al, 2019) and one conducted in Sweden (Akesson et al, 2014). Although not based in the United Kingdom the other two studies are from areas with similar treatment plans for venous leg ulcers, therefore displaying relevant issues with pain, compliance and effective healing.
After reviewing the findings in these research papers there were seven key topics identified that responded to the key aim of this study, this aim being to investigate the effects of pain in effective healing and treatment compliance. These topics are:
Reducing compression, reduces patients pain
Reducing pain can improve healing
Increased pain causes reduced quality of life
Adapting treatment plan in a person centred way aids in healing and compliance
Reduced access to pain management teams and training
Compression dressing can reduce pain
Reduced complaisance due to pain/increased compliance on reducing pain
Reducing compression, reduces patients pain:
Two studies provided evidence that by reducing the compression used on a patient with venous leg ulcers it can reduce a patient's pain (Ivines and Jones, 2020; Atkin and Martin, 2020).
Ivines and Jones (2020)
Atkin and Martin (2020)
Reducing pain can improve healing:
Ivins and Jones (2020)
Atkin and Martin (2020)
Nunes et al (2019)
Dockin et al (2018)
Increased pain causes reduced quality of life:
Ivins and Jones (2020)
Akesson et al (2014)
Dockin et al (2018)
Adapting treatment plan in a person centred way aids in healing and compliance:
Ivins and Jones (2020)
Atkin and Martin (2020)
Dockin et al (2018)
Reduced access to pain management teams and training:
Atkin and Martin (2020)
Dockin et al (2018)
Compression dressing can reduce pain:
Ivins and Jones (2020)
Atkin and Martin (2020)
Nunes et al (2019)
Reduced compliance due to pain/increased compliance on reducing pain:
Ivins and Jones (2020)
Atkin and Martin (2020)
Nunes et al (2019)
Dockin et al (2018)
Critical Discussion - 1500
How do the findings from your literature review inform your service improvement proposal
Are there any limitations in the ap[plication of the findings to your SIP idea?
Use your findings and wider evidence to provide a robust rationale to support your service improvement proposal
Identify evidence-based options which could be used to address the problem/issue for improvement, with explicit consideration of the context of the service to which the problem related
Service Improvement Plan - 1000
Complete the template, writing concisely with support from evidence at each stage of your proposal
Insert this template into your assignment after the critical discussion and before the conclusion sections
Leading Change - 500
Outline the challenges that you may face in implementing your SIP
Explain two issues using change-management theory
Consider the leadership strategies that you may use to implement your SIP
Conclusion - 750
Reflect on the strengths and limitations of your work including your own learning and professional development
Summary of main implications of the work
References
A complete list of your references presented in accordance with the UEA Referencing Guidance
Appendices
E.G. matrix table, critical appraisal tool, etc
Complexity and Innovation in
Nursing Practice
Module Assessment: Capstone Project
Part 3
BSc Nursing S21 Cohort
Module Organiser: Kirsty Henry
K.henry@uea.ac.uk
Index:
Introduction to the Capstone Project ..................... 3
Scheduled group tutorials with Capstone Project Group Supervisor..... 5
Structured guide to the capstone project . 6
How to enhance your capstone project ... 7
Related module learning outcomes ................................................................... 12
Reading List............................................................................................................. 13
Appendices .............................................................................................................. 14
Appendix 1: Formative assessment: Capstone Project Proposal template to submit to Group Supervisor By Friday 1st December 2023.
Appendix 2: Service Improvement Plan template to be submitted within the Capstone Project assignment.
Appendix 3: Capstone Project Marking Rubric.
Introduction to the Capstone project
The Capstone Project
The assessment for this module is an 8,000-word written assignment entitled a Capstone Project.
A Capstone Project is a culminating assignment similar to an undergraduate dissertation. This project allows you to demonstrate your ability to: 1) identify a real-world nursing problem/issue, 2) systematically find, critically appraise and synthesise research findings from published literature, 3) offer in-depth knowledge of your topic, and 4) apply the critical thinking and leadership skills required to implement innovation and change in nursing practice.
You are required to select a real-world problem/issue relevant to your field of nursing practice. Linked to this problem/issue, you will identify a relevant research question to undertake a literature review. Using the findings of the literature review, together with wider evidence, you will develop a service improvement proposal plan to address the problem/issue you have identified.
Formative Assessment
You will complete a Capstone Project proposal using the template form provided (Appendix 1) and submit this via email to your Group Supervisor no later than Friday 1st December. Your Group Supervisor must approve your topic/plan and provide you written feedback via email no later than Friday 15th December.
You may submit your proposal earlier, in which case, please negotiate timings directly with your Group Supervisor.
Summative Assessment
Assignment Title: Capstone Project
Word count = 8000 words (+10% allowance).
*All words in the assignment count towards the word count except the reference list and the appendices.
Purpose:
The Capstone Project is the summatively assessed element for this module. It will be the final theoretical assessment of the programme and as such demonstrates the culmination of your learning.
Activity:
Your Capstone Project will involve you selecting a real-world problem relevant to your field of nursing practice, undertaking a literature review, and developing a service improvement proposal. You will submit this assignment via Blackboard as per the submission schedule.
Support:
Group Supervisor:
You will be assigned a Capstone Project Group Supervisor to guide, support and help you develop your project. You will work within a tutorial group of your peers, meeting regularly and be supported by an allocated academic member of staff as your Group Supervisor. Your Group Supervisor will review your Capstone Project proposal and give you feedback to improve your work.
Attendance at the tutorial groups is strongly recommended to support your preparation for this summative assessment. Attendance will be monitored.
Lectures: you will receive a series of face to face and online lectures and seminars throughout the module to support this assignment (see timetable).
Part 3 Drop-In sessions with Kirsty Henry (Module Organiser) or another member of the Module Team will be available on alternate Wednesdays mornings via Bb Collaborate online throughout the module (see timetable).
Advisor: your personal Advisor can provide general academic advice e.g., academic writing skills, structuring the work, referencing, but not approve your topic or plan. Your Group Supervisor is your primary support for this assignment.
Resources on Blackboard: cohort site in the CNIP folder, and HSC Student Zone Academic Literacies folder which holds a huge range of helpful resources including academic literacies online drop-in sessions with the Learning Enhancement Team and Matt Hawkes, HSC Librarian.
Student Support Services including the Learning Enhancement Team.
Meetings with Your Group Supervisor:
You will be contacted via email and invited to meet with your Group Supervisor for approximately 6x group tutorials spread over the module theory block. These meetings will usually last between 1-2 hours depending on the group size and availability of your Group Supervisor. It is important that you attend the meetings, that you are prepared to discuss your project and have completed any activities which your Group Supervisor has set within the tutorials. The timetable below offers a suggested schedule of tutorial but is flexible.
Suggested schedule of topics for Group Tutorials:
Tutorial topics Suggested Timeframe
1. Agree ground rules and expectations for the group tutorials.
Overview of the capstone project task and rubric marking criteria.
Potential topics that could form your capstone project. 31st Oct 10 Nov
2. What is a literature review?
Developing a research question you can answer in your literature review.
Components of the search strategy (methodology)
Selecting good quality research papers minimum 6, no max.
Using evidence to support the methods e.g., Aveyard, etc. 13 Nov 24th Nov
3. Critical appraisal tools and processes
Analysis and synthesis of the findings use of a matrix table
Development and presentation of findings as themes
Thematic analysis 27th Nov 8th Dec
Send Capstone Project Proposal form to Group Supervisor by:
Friday 1st December
4. Critical discussion section overview
Linking findings to service improvement proposal
Limitations in the application of the findings to your SIP idea
Wider evidence to argue a rationale for your SIP what types of wider evidence? 11th Dec 12th Jan
5. Service Improvement proposal plan
Overview of template
Using evidence to support plan 15th Jan 9th Feb
6. Final session own choice of content
Check in on strength of Leading Change
Conclusion reflection on strengths and limitations of work
Presentation reminders, referencing, title page, submission processes etc
Last questions 19th Feb 1st March
Submission Date MONDAY 18th March 3pm Please remember that no support can be offered in the final two weeks prior to your submission ie we cannot provide any guidance to you after Monday 4th March
Structured Guide to the Capstone Project:
The Capstone Project should include the following sub-headings to clearly signpost the various components of the assignment.
*Word counts below are a suggested guide and not compulsory.
Sub-heading Suggested content but not limited to: Suggested word count
Title page correctly formatted including word count
100
Acknowledgements optional
-
Abstract a structured abstract referring to the whole assignment.
300
Contents page a list or table of sub-headings and page numbers
100
Introduction a clearly defined problem/issue and aim.
your interest and experience in relation to this topic
background/contextual information about this topic
any national/international guidelines that are influencing this topic.
the potential implications/consequences of not addressing this problem.
a summarising comment on why this topic is important. 750
Methodology/Methods a research question is clearly identified.
a structured search strategy with justification of decisions made using evidence.
use of critical appraisal tool
methods used for data organisation, analysis, and synthesis into themes. 1000
Findings a structured, in-depth analysis and synthesis of the findings identified from the selected research papers/studies presented as themes.
a summary of the key findings 2000
Critical Discussion how do the findings from your literature review inform your service improvement proposal?
are there any limitations in the application of the findings to your SIP idea?
use your findings and wider evidence to provide a robust rationale to support your service improvement proposal.
Identify evidence-based options which could be used to address the problem/issue for improvement, with explicit consideration of the context of the service to which the problem relates. 1500
Service Improvement Plan complete the template, writing concisely with support from evidence at each stage of your proposal.
Insert this template into your assignment after the critical discussion and before the conclusion sections. 1000
Leading Change Outline the challenges that you may face in implementing your SIP.
Explain two issues using change-management theory.
Consider the leadership strategies that you may use to implement your SIP 500
Conclusion Reflect on the strengths and limitations of your work including your own learning and professional development.
Summary of main implications of the work 750
References A complete list of your references presented in accordance with the UEA Referencing Guidance. -
Appendices E.g., matrix table, critical appraisal tool, etc. -
8000
how to enhance your CApstone Project
Your capstone project should have:
an abstract
Your abstract must be a fully self-contained description of the whole capstone project. In essence, it must make sense all by itself. The abstract should be approximately 200-300 words and provide a succinct, structured summary of the work using the headings such as: introduction, aim, method, findings, service improvement and conclusion. The abstract should not contain abbreviations or references.
an introduction
The overall aim of your capstone project is to identify a problem/issue in nursing practice, conduct a literature review that informs a proposal that could potentially improve patient service i.e., patient care. The problem/issue needs to be clearly identified and explained in the introduction. You should briefly outline any risks that are associated with the problem (for example a risk to patient outcomes, or perhaps to staff). You may want to include the reasons why you chose this topic and any clinical experience you have in relation to this topic.
You may find that the exact problem/issue cannot be specified until some initial searching of the literature has been undertaken. This is called a scoping search. The process of refinement may take a little time and can be frustrating but dont give up! You should make use of direction from your Group Supervisor to ensure that the final focus chosen is both relevant and feasible within the time available. Topics and plans will be approved, and feedback given via the submission of the capstone project proposal form. Once you have found your topic, you will have reached a key milestone in the project and feel much better.
The introduction should provide information and evidence to help the reader understand the context of the problem/issue and the patient population to which the problem/issue applies. You can include published literature in this section to support contextual background information, but you should not include the research papers to be used in the literature review.
A Methodology or Method section (your choice)
The method section is an evidence-based account and discussion of your structured, systematic search of the literature. Your search aims to identify all the relevant research that helps to answer your research question. It can be tricky to hone your research question but there are frameworks that can facilitate this such as PICO, SPIDER. The decisions that you make in the search process e.g., choice of data bases, need to be supported by methodological literature e.g., Aveyard, 2023.
You will need to:
design a literature search strategy. This will involve a database search using a search engine, key search terms and their synonyms to be combined in search strings using OR for each key term and then using AND to combine search strings. It will also involve using other methods to find relevant studies that are not identified in your database search such as searching reference lists by hand.
refine your search, for example, by date, language, or population age.
identify eligibility criteria for the included literature (to ensure you objectively select only literature that will answer your question).
document the process and results of your search, providing supporting evidence for this in figures, tables, or appendices (these can go in the work or appendices but discuss with your Group Supervisor please, e.g., PRISMA diagram.
you must include a minimum of 6 research papers in your literature review (no max).
use a structured method/tool (e.g., CASP) to critical appraise the papers in terms of methodological quality and applicability to your aim or question (Matrix table).
Synthesise the recurring points/observations/findings into themes.
An important objective of a structured literature review is to demonstrate that you have analysed the evidence base in relation to your topic.
It is important that you discuss your question and the process by which you plan to search and present your information within your group tutorial sessions.
A Findings section
Here you present the synthesised findings from your papers as themes.
Suggestions include:
An overview of the topic and papers reviewed re e.g., is this a well-research topic, papers country of origin, research methods used, etc. This is likely to be a single paragraph at the start of this chapter.
Findings presented as themes that you have developed that explicitly relate to the topic/question. Thematic analysis is a useful way to do this as it guides you to look at all the evidence and identify the patterns between the findings of the studies, rather than just looking at one study at a time. There may be common findings that can be grouped as themes and sometimes contrary findings that stand alone (both should be included). You are aiming to move beyond the findings of the individual studies to make your own interpretation by comparing and contrasting the findings across all the studies, identifying new insights as a result of this.
Weave what you consider to be the strengths and limitations of the studies, gained through your critical appraisal, into your discussion under each theme and make it clear how they influence your thinking about the studys findings in relation to your question.
Your research understanding can also be demonstrated by considering how one study supports, builds on or refutes another studys findings as well as by evaluating the methodological quality and applicability/transferability of the studies findings.
A summary of the key findings identified from the review of the literature. This will be your final paragraph outlining what you think are the key messages that you think your review of the literature has highlighted.
Critical Discussion
This section will consider how the findings from your literature review inform your idea for service improvement and will also discuss wider evidence that supports a rationale for your service improvement proposal.
You may begin by returning to your topic and considering how your future practice will be improved by your new-found knowledge. Furthermore, you can demonstrate how and why your review informs the wider context of nursing practice including any general recommendations for nursing practice. Do make sure that any claims you make or conclusions you draw are supported by your review findings.
Link the findings of your literature review to your specific service improvement idea and critically discuss how they inform your idea and (hopefully) support a rationale for your SIP plan. It is essential that you also use additional wider evidence (i.e., other than the papers in your literature review) to broaden the discussion and to identify evidence-based options which could be used to address the problem/area for improvement, with explicit consideration of the context of the service to which the problem relates. This chapter should discuss any limitations, challenges and professional issues that relate to and influence the rationale for your service improvement idea.
A Service Improvement Proposal Plan
The proposal should provide a credible and realistic recommendation that -
Would have a positive influence on the quality of healthcare delivery for a target population.
and
Will be prepared in sufficient detail to be implemented within a nursing practice environment.
Produce a written proposal using the proforma provided (appendix 2) that presents an evidence-based account of the proposed service improvement activity. All the words within the proforma are included within the wordcount. If retaining the original text within the proforma, 200 words should be deducted from your wordcount.
This should:
Clearly outline your proposal, stating the aim and a summary of your rationale (explicitly identifying the supporting evidence base, from your literature review).
Identify the intended objective/s and quality outcomes for the target population.
Demonstrate an awareness of the complexities associated with the implementation of your proposal.
Use the NHS strategic model of project management (NHS E&I, 2022) in the proforma provided to demonstrate a systematic and deliberate approach to the planning, implementation, and evaluation of your proposal.
A Leading Change section
This section draws upon your understanding of relevant leadership concepts as applied to your proposal. Expanding upon the aspects identified in the proforma, consider the leadership strategies you may adopt in taking forward your proposal.
Consider the challenges that you may encounter if you were implementing your proposal in a team environment, which may include colleagues from a multi-professional background. Using relevant change management theory, this section should include an evidence-based consideration of the promoters and barriers to change and apply this to the implementation of your proposal.
A Conclusion
Your conclusion should start with a reflective paragraph that considers the strengths and limitations of your capstone project including your personal learning and professional development.
The conclusion should summarise the capstone project aim, methods, headline findings of the literature review, and the main implications of the review findings for your service improvement proposal. Try to end your literature review with a statement, leaving the reader in no doubt about the importance of your work in addressing your identified problem/issue.
References
It is compulsory that all the literature cited in your Capstone Project is listed at the end of the work in a Reference List following UEA referencing guidelines. This list should start on a new page and is not part of the word count.
Appendices
Your appendices should include material that has direct relevance to the work and is explicitly referred to in some way within the text. Appended material may demonstrate rigour in the execution of your methods or provide supplementary information about an aspect of the work. However, be careful not to include information in this section that should be in the text, as the assignment should be complete without appended material. Appendices are not included in the word limit.
Related MODULE learning outcomes
Draw on theory and evidence to critically discuss the complexity of care in your field of nursing practice.
Critically evaluate evidence to underpin nursing practice through application of knowledge and understanding of research methods and critical appraisal theory.
Compare and contrast different approaches to monitoring and influencing the quality-of-care delivery.
Critically explore risk assessment and risk management strategies and apply these to practice.
Argue how ambitious, innovative, and creative practice can lead to service improvement.
Critically reflect on the complexities of effective interdisciplinary and multiagency team working, showing an understanding of the significance of self-management.
Synthesise leadership principles, policy, theory, and evidence applying these to the delivery of healthcare.
Critically discuss management principles and apply these to practice.
Compare, contrast, and apply theory and evidence to developing yourself and others, including supervising, teaching, coaching, and assessing.
Reading List
Core texts:
Aveyard H (2023) Doing a Literature Review in Health and Social Care: A practical guide. 5th ed. Open University Press. Available as E-book from the UEA library.
Craig, J., Dowding, D. [eds] (2019) Evidence-Based Practice in Nursing. 4th ed. Elsevier.
Gopee N & Galloway J (2017) Leadership and Management in Healthcare. 3rd ed. London: Sage Publications Ltd.
Janes G & Delves-Yates C (2022) Quality Improvement in Nursing (Transforming Nursing Practice Series). London: SAGE (Learning Matters).
Linsley, P., & Kane, R. (2022) Evidence-based Practice for Nurses and Allied Health Professionals. London, SAGE.
NHS England and NHS Improvement (2022) Online library of Quality, Service Improvement
and Redesign tools, Project Management: an overview. Available to download from https://www.england.nhs.uk/wp-content/uploads/2022/02/qsir-project-management-an-overview.pdfThe Health Foundation (2021) Quality Improvement made Simple: What everyone should know about health care quality improvement. Available to download from https://www.health.org.uk/sites/default/files/QualityImprovementMadeSimple.pdfWalsall Healthcare NHS Trust (2021) A Guide to QI: Everything you need to Know to Complete your Quality Improvement. Available to Download from https://www.walsallhealthcare.nhs.uk/wp-content/uploads/2021/11/QI-project-How-to-guide_.pdf
Appendix 1: Formative Capstone Project Proposal to submit to Group Supervisor
BSc (Hons) in Adult, Children and Young Peoples, and Mental Health Nursing
Formative 1: Capstone Project Proposal
STUDENT NAME:
Title of Capstone Project:
Introduction:
What is the issue/problem you are exploring (outline):
Why is this an issue/problem?
Who is this a problem/issue for?
What context or environment are you considering?
What risks are associated with the problem or issue?
What are you aiming to achieve in your project?
Literature Review Methodology:
Literature search question:
Search terms and synonyms:
Time period to be searched (with rationale):
Databases to be searched (with rationale):
Inclusion/Exclusion criteria (with rationale):
Critical Appraisal Tool(s)*:
*this will depend on the research design of the papers that you find, you may not be able to answer this yet.
Data organisation and analysis methods:
Critical Discussion
How will the findings of your literature review inform your SIP?
For example, consider contextual information about the designated patient population, relevant professional/policy frameworks, related theories and core concepts:
Early thoughts on direction of Service Improvement to be explored:
Your SIP will be informed by the findings of your LR above, if you have any early thoughts, please capture them here.
Student signature: _______________________________________Date: ______________
Capstone Group Supervisor signature: _______________________________ Date: ______________
Please submit this completed proposal form to your Group Supervisor by
Friday 1st December 2023.
Appendix 2: Capstone Project Service improvement template to be submitted with the service improvement
Year 3 Capstone Project Service Improvement Proposal Form
Title of project: [type into expandable box]
Six stage project management guide (2010) NHS institute for innovation and improvement
Stage Key steps Ensure all key steps are supported by relevant evidence
1. Start out
What is your idea? (Service Improvement Proposal)
Where are you considering implementing it? (Identify the Service)
What is it aiming to do? (How will it improve the service?)
Why is it needed? (Summarise the evidence-based rationale)
2. Define and scope What are the objective(s) of the proposal?
make them SMART: Specific, Measurable, Achievable, Realistic, and Timely.
Who will you need to get involved and why?
3. Measure and understand How will you measure the success of your proposal? How will you establish your baseline/pre-change measurements
4. Design and plan Produce an action plan: what tasks are required in order to implement your service improvement?
Task Rationale
[type into expandable box]
[type into expandable box]
5. Pilot and implement How do you plan to pilot and implement your proposal?
What leadership approach will you take?
6. Sustain and share How would you identify whether the change had been successful?
How would you ensure that new ways of working are sustained?
Identify three ways to share the service improvement with colleagues and other practice areas
Appendix 3: Capstone Project Marking Rubric
The written assignment will be marked and graded using the using the following marking criteria: Weighting Where to cover this in your Capstone project
A comprehensive introduction to the practice-related issue is provided, including rationale for the topic area chosen relevant to the students field of nursing and clear identification of any risk posed to patients, staff or others by the issue to be explored (LO4) 5% Introduction
The student demonstrates an understanding of the appropriate methodology to source, interpret and critically appraise relevant evidence to underpin nursing practice (LO2) 15% Literature Review Methodology
Robust and appropriate theory and evidence is used to critically discuss the complexity of care in the students field of nursing practice. (LO1) 15% Literature Review Findings/Critical Discussion
Different approaches that influence the quality of care are critically discussed to demonstrate understanding of the issues presented. (LO3) 10% Critical Discussion
The student presents a robust and coherent evidence-based proposal for service improvement (LO5) 10% SIP
The student considers the principles of change management including the demonstrating and understanding of the complexities of effective interdisciplinary/multiagency team working in developing others. (LO 6,8,9) 10% SIP/Leading Change
The student synthesises leadership principles and evidence, applying these to the delivery of change in healthcare practice (LO7) 10% Leading Change
The student analyses evidence to critically reflect on their self-development (LO 9) 10% Conclusion
Harvard referencing has been adopted with minimal technical errors or inconsistencies and applied accurately 5% Throughout
The work is clearly and logically presented 5% Throughout
An appropriate standard of written English has been used, with attention to appropriate vocabulary and grammar 5% Throughout
