MANUSCRIPT PART 4-5

PLEASE SEE THE ATTACHED DOCUMENT

I UPLOADED MANUSCRIPT FROM 1 TO 3.

YOU NOW MUST COMPLETE SECTION 4 AND 5 ACCORDING THE INFORMATION RELATED IN PART 1 TO 3 OF THE MANUSCRIPT ATTACHED.

ALSO IS ATTACHED RUBRIC ADN GUIDELINES NEEDED 

ALSO ATTACHED THE TEMPLATE FOR PART 4 AND 5 , NOTE ALL THE GUIDELINES NEED AND APPENDICES. 

PLEASE STRICTLY FOLLOW INSTRUCTIONS, RUBRICS, GUIDELINES AND ALL THE INFORMATION PROVIDED, THIS ASSIGNMENT IS REALLY IMPORTANT FOR PASS MY CLASS

DUE DATE MARCH 24, 2025

2 PAGES

NO MORE THAN 10% PLAGIARISM ALLOWED

Chamberlain College of Nursing

NOTE: This is a template and guide. Delete all directions as you build your proposal.

SECTION IV: JOHN HOPKINS NURSING EVIDENCE-BASED PRACTICE MODEL

Introduction to Model

The guiding model for the practicum project and practice change will be the Johns Hopkins Nursing Evidence-Based Practice Model. You will need to give a thorough description of the model including the 19 steps.

Use of Model to Support Project

This section should include a discussion of how the model was used to support the project.

SECTION V: IMPLEMENTATION
Project implementation is a key step for the MSN-AT student. Based on the evaluation of the evidence the MSN-AT student will provide a practice recommendation, which includes an outline of the steps needed to successfully implement the project including the process for implementing the proposed intervention/solution and the feasibility and fit for the unit/organization chosen. The implementation section should also include a review of your action plan, which identifies all of the resources, support, and approvals needed, along with the implementation start and finish date/timeframe. Exactly, step-by-step, what will you do to implement your project? Provide as much detail as possible. Referring back to the John Hopkins change model what will you do at each step?

References

Remember this is a reference list rather than a bibliography. If there is not a citation for a reference, it should not be here. PLEASE make sure your references and your citations throughout the paper are in APA format. You can go from an A paper to a B paper on APA errors alone. Take the time to make sure they are correct.

[INSERT HEADER HERE ALL CAPS]

Appendices, Tables, and Figures
Appendix A
NOTE: Order these appendices in the order in which they were referred to in the paper.

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Appendix G

Appendix H

Other appendices that are likely to be includes are the data collection tools, consent form, instructional design table for educational component of project

Tables

Table 1 (Sample)
Budget

EXPENSES

REVENUE

Direct

Billing

Salary and benefits

Grants

Supplies

Institutional budget support

Services

Statistician

Indirect

Overhead

Total Expenses

Total Revenue

Net Balance

Table 2
[Table Title]

Column Head

Column Head

Column Head

Column Head

Column Head

Row Head

123

123

123

123

Row Head

456

456

456

456

Row Head

789

789

789

789

Row Head

123

123

123

123

Row Head

456

456

456

456

Row Head

789

789

789

789

Note: [Place all tables for your paper in a tables section, following references (and, if applicable, footnotes). Start a new page for each table, include a table number and table title for each, as shown on this page. All explanatory text appears in a table note that follows the table, such as this one. Use the Table/Figure style, available on the Home tab, in the Styles gallery, to get the spacing between table and note. Tables in APA format can use single or 1.5 line spacing. Include a heading for every row and column, even if the content seems obvious. A default table style has been setup for this template that fits APA guidelines. To insert a table, on the Insert tab, click Table.]
Figures Title

Figure 1. [Include all figures in their own section, following references (and footnotes and tables, if applicable). Include a numbered caption for each figure. Use the Table/Figure style for easy spacing between figure and caption.]
For more information about all elements of APA formatting, please consult the APA Style Manual, 6th Edition.
Series 1

Category 1 Category 2 Category 3 Category 4 4.300000 2.500000 3.500000 4.500000 Series 2

Category 1 Category 2 Category 3 Category 4 2.400000 4.400000 1.800000 2.800000 Series 3

Category 1 Category 2 Category 3 Category 4 2.000000 2.000000 3.000000 5.000000

Nurse Burnout

Student: Byron Gonzalez
Institution: Chamberlain College of Nursing
Course: Advanced Nursing Role Synthesis
Instructor: Dr. Mary Naccarato
Date: March 21, 2025

Executive Summary

Purpose: The purpose of the Nurse Burnout improvement project was to implement a 30 minute uninterrupted lunch break reduce in nurse burnout and fatigue.

Project Location: The Nurse Burnout project was completed on the hematology and transplant clinic at a medical center.

Synthesis of Literature and Evidence: Nurses who do not take a 30-minute uninterrupted lunch break, nurse staff satisfaction has deceased, and patient outcomes have shown a negative decline. Further, interventions to reduce nurse burnout have been implemented at the microsystem and macrosystem levels to ensure nursing staff take appropriate breaks.

Implementation: A nurse burnout in-service education was completed to explain the nurse burnout intervention of an uninterrupted lunch break to the hematology and transplant clinic nursing staff. Nursing staff utilized team nursing to take a 30 minute uninterrupted lunch break during each shift. Weekly timesheets were used to record the 30 minute lunch breaks. A pre/post intervention survey was completed to measure the incidence of nurse burnout, fatigue, and nurse staff satisfaction. 35 hematology and transplant clinic nurses participated in the nurse burnout project.

Dissemination: The nurse burnout project results were disseminated internally and externally. Internally, the nurse burnout project results were presented to the hematology and transplant clinic nursing staff, at shared governance meetings. Externally, the nurse burnout project results were presented to nursing students for the purpose of teaching the nursing g students the value of taking lunch breaks.

Nurse Burnout Prevention Project

Nurse burnout continues to be problematic for many healthcare organizations. As a caregiver, nurses usually place the needs of patients before the needs of the nurse caregiver (Roth, 2019). Also, the literature has suggested, nurses do not routinely take appropriate breaks, including lunch breaks; because nurses decide to provide patient care, rather than take a break (Roth, 2019). Further, not taking appropriate breaks throughout a scheduled shift can lead to nurse fatigue and burnout, and a decrease in nurse satisfaction and patient care (Barrientos-Trigo et al., 2018). The nurse burnout project was completed on a hematology and transplant clinic unit of a medical center to implement a 30-minute uninterrupted meal break. The purpose of the nurse burnout project was to reduce nurse burnout and fatigue.

Problem Statement

Many nurses would agree that break time is frequently missed (Gifkins, et al., 2020). Nurses not taking a break during the work shift was the identified problem in a hematology and transplant clinic unit. The purpose of the nurse burnout project was to reduce nurse burnout and fatigue by providing staff with a 30-minute uninterrupted lunch break (Appendix A). Currently, many nurses indicate not taking the 30 minute uninterrupted lunch break; which means a high occurrence of nurses do not receive a lunch break. Literature has shown the inability to take adequate breaks can lead to nurse burnout and fatigue (Gifkins et al., 2020). Further, Gifkins and colleagues (2020) has shown a correlation between missing patient care and compromising patient safety when nurses are unable to take breaks.
Problem Background

Nurses who do not take an adequate lunch break has been linked to patient errors, high nurse turnover rates, and nurse burnout or fatigue (Youssef & Senbel, 2018). In contrast,Adequate rest breaks has been shown to improve nurse wellbeing and positive behaviors (Youssef & Senbel, 2018). Also, the positive nurse outcomes when taking adequate rest breaks, has been linked to a reduction of medical errors and missed patient care. Huang and colleagues (2017) reported similar results from inadequate rest breaks; which indicated occurrence of depersonalization that can lead to nurse burnout and fatigue. Further, the missed rest breaks can reduce or eliminate the time to decompress during an assigned shift.
The literature indicated many factors that influence a nurse not taking a rest break. The most common factors are: inadequate staff coverage, patient-care priority over self-care, and consuming food quickly or while working (Johannes Wendsche, 2017). In addition, social norm or workplace culture can alter a nurse’s decision to take a rest break (Johannes Wendsche, 2017).
.

Stakeholders

The nurse burnout project identified four major stakeholders, the hematology and transplant clinic nursing staff, float pool nursing staff, unit manager and administration are the major stakeholders. Thus, engagement of the nursing staff can influence the success of the nurse burnout project implementation. The float pool nursing staff, who frequently supplement the core nursing staff, will also be included in the nurse burnout project participation. Additionally, the unit manager involvement can expedite project approval and serve as a role model for practice change. Administration, specifically, the director of evidenced-based practice will provide access to base line data about the current nursing staff not using rest breaks
.

PICOT Question

The PICOT Model was used to formulate an improvement project PICOT question that guided the literature search and development of an improvement project (Dang & Dearholt, 2017). The PICOT question was: Among nurses in the hematology and transplant clinic, will a 30-minute uninterrupted lunch breaks, decrease nurse fatigue and burnout, in four weeks? The identified nurse burnout project population were nurses working on the hematology and transplant clinic unit. The proposed intervention was a 30-minute uninterrupted lunch break. The outcome was a measurement of nurse fatigue and burnout signs/symptoms, using a pre/post intervention questionnaire.

Review of Literature

The literature review that follows discusses evidence-based practices to minimize burnout in nursing staff. A systematic search was conducted on databases such as PubMed, CINAHL, and PsycINFO using keywords such as “nursing burnout,” “relaxation techniques,” and “educational interventions.” The search was filtered for peer-reviewed articles from 2021 to 2025.

Burnout Prevalence

Current studies have reconfirmed that burnout remains a critical issue among nursing professionals. Han & Yeun’s (2023) systematic review identifies nurses’ burnout levels as 35% to 55%, depending on healthcare settings and work pressure. The study observes that stress extends emotional exhaustion, depersonalization, and decreased personal accomplishment, finally impacting patient care outcomes.

Educational Interventions

Education programs and training sessions have been shown to enhance nurses’ coping strategies and awareness. Burleson et al. (2023) reviewed a scoping study that identified cognitive-behavioral training and education through peer support as effective interventions. The review revealed that formal education sessions not only enhanced nurses’ knowledge regarding burnout but also helped reduce symptoms of stress.

Relaxation Techniques

Meditation, mindfulness-based stress reduction (MBSR), and progressive muscle relaxation (PMR) have effectively reduced burnout symptoms in healthcare workers. Wong et al. (2024), conducting a systematic review of randomized controlled trials, identified that nurses undergoing relaxation training experiences showed significant psychological well-being and job satisfaction improvement. The interventions also positively affected cortisol levels as well as sleeping habits.

Outcome Measurement

Quantifying the performance of burnout interventions is necessary for validation and further development. A systematic review by Lee & Cha (2023) assessed various intervention results based on pre- and post-intervention questionnaire surveys. Their findings showed evidence of intervention impacts through programs that measured self-reported stress levels, heart rate variability, and burnout scales. The review emphasizes the need for long-term follow-ups so benefits will be maintained.

Synthesis of Evidence

The evidence from the literature is overwhelmingly in favor of using educational interventions and relaxation strategies to minimize burnout in nurses. Cognitive-behavioral training and peer education efficiently increase awareness and knowledge, while mindfulness-based approaches such as guided meditation and progressive muscle relaxation reduce stress levels and improve well-being. Based on available evidence, using these interventions to inform nursing practice will likely yield beneficial effects in workforce maintenance and patient care quality.

Proposed Intervention

The nurse burnout project intervention was a 30 minute-uninterrupted meal break (Appendix C and Appendix D). According to Ohio law (citation) and Ohio Nurses Association (citation) nurses must be able to take a 30-minute meal break during the assigned work shift. When staff are unable to take a meal break nurse burnout and fatigue can occur. Research has shown nurse burnout and fatigue lead to patient errors and a high nurse staff turnover rate (citation). Thus, the nurse burnout project goal was to decrease nurse fatigue and burnout by implementing a 30-minute uninterrupted lunch break

Setting

The nurse burnout project was conducted in a hematology and transplant clinic. The current workplace culture did not intervene to support nurses taking a 30-minute uninterrupted meal break. Rather, the workplace culture fostered the nurse behavior of “eat on the go” instead of a 30-minute meal break. Nurse turnover in the hematology and transplant clinic remained high. Informally, nurses would describe the hematology and transplant clinic as a difficult unit because nurses do not have the opportunity or support to take a break. The hematology and transplant clinic manager were open to finding ways to support nursing staff, increase nurse staff retention and nurse staff satisfaction. The hematology and transplant clinic unit council had an objective to improve nurse staff satisfaction for the last 3 years. Therefore, readiness to change the work culture appeared high. The nursing staff and the unit manager discussions were positive and supportive of the 30-minute meal break

Barriers

The nurse burnout project identified four barriers to implementation of the 30-minuites meal break. The first barrier was the inability to find patient coverage for a nurse taking a meal break. Patient coverage is important to ensure the meal break time would be uninterrupted. Another potential barrier was time management to ensure all nurses take a full 30-minute meal break. One strategy for overcoming the patient coverage and time management barriers was the use of team nursing care delivery model. Team nursing care delivery would provide adequate patient coverage and the management of time to achieve a 30-minute, uninterrupted meal break for all nurses.
The third barrier was staffing shortages. The utilization of a float pool staff to cover lunch breaks could overcome the staffing shortage barrier. The fourth barrier was nurses unwilling to take a 30-minute uninterrupted meal break. A strategy to overcome the nurse unwillingness barrier was an in-service education about the nurse burnout project and the importance of a 30-minute uninterrupted meal break. The goal of the in-service education was to assist staff in recognizing the link between not taking a meal break and nurse fatigue and burnout.

Outcomes

The nurse burnout project outcome was a decrease in nurse fatigue and burnout
. The nurse burnout project outcome was measured by comparing a pre/post intervention survey score. The pre survey was completed prior to project implementation and a post survey was completed 3 weeks after project implementation. The survey questions related to the nurse burnout project outcome, which measured nurse burnout and fatigue. The expected outcome was a decrease in the incidence of burnout and fatigue by participating in a 30-minute uninterrupted lunch break. Also, the nurse timesheets were reviewed to validate nurses participated in the 30-minute lunch break.

Action Plan

The nurse burnout project action plan utilized critical project milestones (Appendix C) to achieve a successful completion of the nurse burnout quality improvement project. The first milestone involved the pre-survey by 30 nurses in the hematology and transplant clinic. The pre-survey was 10 questions asked the nursing staff to rate burnout, fatigue, and staff satisfaction on a scale of 1-5. The survey data for each question was analyzed, comparing the pre and post intervention survey results. The nurse burnout project results were shared with the director of evidence-based practice and the hematology and transplant clinic manager.
The second critical milestone was an in-service to the hematology and transplant clinic nurses about the nurse burnout project goals, intervention and outcome. The in- service included evidence about the importance of staff taking 30-minute uninterrupted breaks and the effects of a meal break on fatigue, burnout, and nurse satisfaction. Team nursing was explained as a strategy to allow nurses to take appropriate lunch breaks. A meeting with the float pool manager explained the nurse burnout quality improvement project and how the float pool staff would provide support lunch breaks for the nursing staff.
Data collection was the third milestone which involved documentation of the nurses taking or not taking the 30-minute uninterrupted lunch break. Weekly meetings were conducted with the hematology and transplant clinic manager to collect the nurse timesheets. Meal break findings from the nurse timesheets were disseminated to the nursing staff.
The fourth and final milestone was the completion of the post-survey by the 30 nurses in the hematology and transplant clinic. The post-survey was completed week 3 of implementation of the project. Both, the pre and post survey questions were identical. Findings of the post-survey were discussed with the director of evidence-based practice and the manager of the hematology and transplant clinic to support further collaboration.

References
Burleson, S., Thomas, L., & DeBoor, S. (2023). Effective interventions for nursing student burnout: a scoping review. 
Nurse Educator, 
48(3), E85-E89.
https://journals.lww.com/nurseeducatoronline/fulltext/2023/05000/effective_interventions_for_nursing_student.25.aspx

Han, S. J., & Yeun, Y. R. (2023, December). Psychological intervention to promote resilience in nurses: A systematic review and meta-analysis. In 
Healthcare (Vol. 12, No. 1, p. 73). MDPI.
https://www.mdpi.com/2227-9032/12/1/73

Lee, M., & Cha, C. (2023). Interventions to reduce burnout among clinical nurses: systematic review and meta-analysis. 
Scientific Reports, 
13(1), 10971. https://www.nature.com/articles/s41598-023-38169-8

Wong, K. W., Wu, X., & Dong, Y. (2024). Interventions to reduce burnout and improve the mental health of nurses during the COVID‐19 pandemic: A systematic review of randomized controlled trials with meta‐analysis. 
International journal of mental health nursing, 
33(2), 324-343. https://onlinelibrary.wiley.com/doi/abs/10.1111/inm.13251

Appendices, Tables, and Figures

Appendix A: John Hopkins Action Planning Tool

Action Step

Person Responsible

Timeline

Resources Needed

Potential Barriers

Strategies to Overcome Barriers

Recruitment of participants

Project Lead

Week 1

Clinic staff roster

Low staff interest

Communicate the benefits of the program

Baseline data collection

Research Assistant

Week 1

Surveys, consent forms

Time constraints

Schedule during staff downtime

Small group discussions

Facilitator

Weeks 2-4

Meeting space, materials

Staff availability

Offer multiple session times

Post-intervention data collection

Research Assistant

Week 5

Surveys

Low response rate

Remind staff of the importance

Data analysis

Project Lead

Week 5

Statistical software

Limited expertise

Consult with statistician

Dissemination of results

Project Lead

Week 6

Presentation tools

Stakeholder engagement

Tailor results to audience needs

Appendix B: Financial Table

EXPENSES

Cost

REVENUE

Amount

Direct Costs

Billing

$0

– Facilitator fees

$1,000

Grants

$0

– Educational materials

$200

Institutional budget support

$1,500

– Survey printing

$50

Indirect Costs

– Overhead (meeting space)

$300

Total Expenses

$1,550

Total Revenue

$1,500

Net Balance

-$50

Pre-Intervention Survey

1.
How familiar are you with the signs and symptoms of burnout?

· Very familiar
· Somewhat familiar
· Not familiar
1.
How often do you feel emotionally exhausted at work?

· Always
· Often
· Sometimes
· Rarely
· Never
1.
Have you ever used relaxation techniques to manage stress?

· Yes
· No
1.
How effective do you believe relaxation techniques are in reducing burnout?

· Very effective
· Somewhat effective
· Not effective
1.
What is your current level of job satisfaction?

· Very satisfied
· Satisfied
· Neutral
· Dissatisfied
· Very dissatisfied

Post-Intervention Survey

1.
After the training, how familiar are you with the signs and symptoms of burnout?

· Very familiar
· Somewhat familiar
· Not familiar
1.
How often do you feel emotionally exhausted at work after the training?

· Always
· Often
· Sometimes
· Rarely
· Never
1.
Have you used relaxation techniques since the training?

· Yes
· No
1.
How effective do you believe relaxation techniques reduce burnout after the training?

· Very effective
· Somewhat effective
· Not effective
5.
What is your current level of job satisfaction after the training?

· Very satisfied
· Satisfied
· Neutral
· Dissatisfied
· Very dissatisfied

Appendix C: Pre- and Post-Intervention Survey

Appendix D: Consent Form

Consent to Participate in Research Study

Title of Study: Addressing Burnout Among Clinic Nursing Staff Through Education and Relaxation Techniques

Principal Investigator: [Your Name]

Purpose of the Study:

This study aims to evaluate the effectiveness of an educational intervention aimed at increasing clinic nursing staff’s knowledge and perception of burnout signs/symptoms and relaxation techniques.

Procedures:

You will participate in a four-week educational program consisting of small group discussions. You will also be asked to complete a pre-and post-intervention survey.

Risks and Benefits:

There are no anticipated risks associated with this study. The potential benefits include increased awareness of burnout and improved stress management skills.

Confidentiality:

Your responses will remain confidential and will only be used for research purposes.

Voluntary Participation:

Your participation is voluntary, and you may withdraw without penalty.

Contact Information:

If you have any questions, please contact [Your Name] at [Your Email] or [Your Phone Number].

Consent:

By signing below, you agree to participate in this study.

Participant Name: ___________________________

Signature: ___________________________

Date: ___________________________

Tables

Finance Table

Budget

EXPENSES

Cost

REVENUE

Amount

Direct Costs

Billing

$0

– Facilitator fees

$1,000

Grants

$0

– Educational materials

$200

Institutional budget support

$1,500

– Survey printing

$50

Indirect Costs

– Overhead (meeting space)

$300

Total Expenses

$1,550

Total Revenue

$1,500

Net Balance

-$50

NR 662: ADVANCED NURSING ROLE SYNTHESIS

Module 4 Assignment:
MSN Project
Manuscript Section
IV-V Guidelines and
Rubric

PURPOSE
As a master’s-prepared advance prac0ce nurse you will have many opportuni0es to lead evidence-based
change in prac0ce. The deliverable at the end of this program is a completed evidence-based prac0ce quality
improvement project prepared for dissemina0on. In this assessment, students will begin the dissemina0on
process through the scholarly wri0ng of their MSN project manuscript Sec0ons IV-V. Please refer the MSN
project template to help guide the development of the evidence-based prac0ce quality improvement
project. You can use your work on the descrip0on of your model in NR528 Module 3 Project Model
Assignment. In sec0on IV in your manuscript however you will also need to include a discussion of how the
model supports your project. Sec0on V will be all new content based on how you implemented your project
at your prac0cum site.

COURSE LEARNING OUTCOMES
Through this assignment, the student will address the following course learning outcomes:

• CO 1: Apply a process improvement model to affect posi0ve evidence-based change in a prac0ce

seRng (POs 1,5)

• CO 2: Lead an interdisciplinary team through an evidence-based change project (POs 1,2)

• CO 4: Disseminate findings of scholarly work (POs 3,4,5)

TOTAL POINTS POSSIBLE: 125

ASSIGNMENT OVERVIEW
This assignment will assist you with the informa0on needed to complete the MSN project manuscript for
dissemina0on. In this assignment you will complete sec0ons IV and V of the MSN project template. Some of
the sec0ons you have already completed in previous assignments so you are allowed to re-use this
informa0on. It will be important to make sure you have reviewed and incorporated faculty feedback when
adding in these sec0ons to your manuscript from previous coursework. Make sure to adhere to the graduate
level wri0ng style expecta0ons.

NR528 6/11/19

NR 662: ADVANCED NURSING ROLE SYNTHESIS

ASSIGNMENT INSTRUCTIONS
1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.

2. Complete sec0ons IV-V of the MSN project template.

3. Make sure to include your secGons I-III that you have already completed. You will be adding on to
you original document that you submiQed in Module 2.

4. Sources older than five years may not be used without the permission of the class professor.

5. Title page, pagina0on, subheadings, body of paper, cita0on of sources, and reference page must
follow APA guidelines as found in the current edi0on of the manual.

6. Rules of grammar, spelling, word usage, punctua0on, sentence and paragraph structure are followed
and consistent with formal, scholarly wri0ng as noted in the APA Manual (current edi0on).

7. Please note: If you do not receive a proficient ra0ng in any major content category, you can re-
submit your assignment with revisions in those content categories to receive a be^er grade. You
have one addi0onal opportunity to revise a_er the ini0al submission in order to make
improvements. The ini0al submission must be a complete paper, rough dra_s will not be graded. All
revisions must be submi^ed no later than Sunday of Module 7 at 11:59pm. (You cannot revise your
APA for a higher grade in that category)

ASSIGNMENT CRITERIA

Assessment
Criteria

Points % DescripGon

SecGon IV of the
MSN-Project
Manuscript:
John Hopkins
Model
DescripGon

55 44% Complete the MSN Project template Sec0on IV John
Hopkins Evidence Based Prac0ce Model
All areas are completed:
• A thorough descrip0on of the John Hopkins EBP

model including all 20 steps
• A discussion of how the John Hopkins EBP models

was used to support the project.
• Include scholarly literature

NR528 6/11/19

NR 662: ADVANCED NURSING ROLE SYNTHESIS

SecGon V areas
of the MSN-
Project
Manuscript:
ImplementaGon

60 48% Complete the MSN-project Template Sec0on V
Implementa0on.

• Provide a prac0ce recommenda0on which
includes:

o An outline of the steps of the
implementa0on (include as much
detail as possible)

o The proposed interven0on/solu0on
o Feasibility and fit for organiza0on
o Tying back in the John Hopkins EBP

model in this process.
• Scholarly literature is used

Graduate-level
WriGng Style

10 10% • Correct use of spelling, grammar, punctua0on,
sentence and paragraph structure

• Clarity, organiza0on, and logical flow of ideas
within wri0ng

• Scholarly, professional wri0ng tone with no use of
first person

• Synthesis of informa0on is present with no more
than one short direct quote (15 words or less)

• Correct APA format for the following:
o Font style and size
o Margins and spacing
o Cita0on and referencing sources
o Mechanics of style (abbrevia0ons,

capitaliza0on, italics, numbers)

Total 125 100% A quality assignment will meet or exceed the above
requirements.

NR528 6/11/19

GRADING RUBRIC

Assessme
nt Criteria

DisGnguished

(100%)

Exceeds

(92%)

Proficient

(84%)

Needs
Improvement

(0)

SecGon
IV of the
MSN-
Project
Manuscri
pt: John
Hopkins
Model
DescripG
on

55 Points 50 Points 46 Points 0 Points

Dis0nguished
presenta0on of
informa0on evidenced
by all of the following
content areas covered
in a comprehensive
and concise manner:

• A thorough
descrip0on of the
John Hopkins EBP
model including all
20 steps

• A discussion of
how the John
Hopkins EBP
models was used
to support the
project.

• Include scholarly

Presenta0on of
informa0on
exceeds
expecta0ons
evidenced by
most content
covered in a
comprehensive
and concise
manner, but with
one area where
coverage is
superficial:

• A thorough
descrip0on of the
John Hopkins EBP
model including all
20 steps

• A discussion of how

Proficient presenta0on
of informa0on evidenced
by content covered in a
limited or superficial
manner in two or more
of the content areas:

• A thorough
descrip0on of the
John Hopkins EBP
model including all
20 steps

• A discussion of how
the John Hopkins
EBP models was
used to support the
project.

• Include scholarly
literature

Presenta0on of
informa0on
needs
improvement as
evidenced by
content that is
missing or
unsaGsfactory in
one or more of
the content
areas:

• A thorough
descrip0on of
the John
Hopkins EBP
model
including all
20 steps SecGon V

areas of
60 points 55 Points 50 Points 0 Points

4

SecGon V
areas of
the MSN-
Project
Manuscrip
t:
Implemen
taGon

Dis0nguished
presenta0on of
informa0on evidenced
by all of the following
content areas covered
in a comprehensive
and concise manner:

• Provide a
prac0ce
recommenda0
on which
includes:

1. An outline of
the steps of
the
implementa0o
n (include as
much detail as
possible)

2. The proposed
interven0on/
solu0on

3. Feasibility and
fit for
organiza0on

4. Tying back in
the John
Hopkins EBP
model in this
process.

Presenta0on of
informa0on
exceeds
expecta0ons
evidenced by
most content
covered in a
comprehensive
and concise
manner, but with
one area where
coverage is
superficial:

• Provide a
prac0ce
recommenda0o
n which
includes:

1. An outline of
the steps of the
implementa0o
n (include as
much detail as
possible)

2. The proposed
interven0on/
solu0on

3. Feasibility and
fit for
organiza0on

Proficient presenta0on
of informa0on evidenced
by content covered in a
limited or superficial
manner in two or more
of the content areas:

• Provide a
prac0ce
recommenda0on
which includes:

1. An outline of the
steps of the
implementa0on
(include as much
detail as
possible)

2. The proposed
interven0on/
solu0on

3. Feasibility and fit
for organiza0on

4. Tying back in the
John Hopkins
EBP model in this
process.

• Scholarly
literature is used

Presenta0on of
informa0on
needs
improvement as
evidenced by
content that is
missing or
unsaGsfactory in
one or more of
the content
areas:

• Provide a
prac0ce
recomme
nda0on
which
includes:

1. An
outline of
the steps
of the
impleme
nta0on
(include
as much
detail as
possible)

2. The
proposed
interven0Graduate-

level
10 Points 9 Points 8 Points 0 Points

5

Graduate-
level
WriGng
Style

Dis0nguished
graduate-level wri0ng
style is evidenced by
mee0ng all of the
following criteria with
0-1 errors total:
• Correct use of

spelling, grammar,
punctua0on,
sentence and
paragraph
structure

• Clarity,
organiza0on, and
logical flow of
ideas within
wri0ng

• Scholarly,
professional
wri0ng tone with
no use of first
person

• Synthesis of
informa0on is
present with no
more than one
short direct quote
(15 words or less)

• Correct APA format
for the following:
o Font style and

size
o Margins and

Graduate-level
wri0ng style exceeds
expecta0ons as
evidenced by
mee0ng the
following criteria
with 2-4 errors total:
• Correct use of

spelling, grammar,
punctua0on,
sentence and
paragraph structure

• Clarity,
organiza0on, and
logical flow of ideas
within wri0ng

• Scholarly,
professional wri0ng
tone with no use of
first person

• Synthesis of
informa0on is
present with no
more than one
short direct quote
(15 words or less)

• Correct APA format
for the following:
o Font style and

size
o Margins and

spacing
o Headings;

Proficient graduate-
level wri0ng style is
evidenced by mee0ng
the following criteria
with 5-7 errors, total:
• Correct use of

spelling, grammar,
punctua0on,
sentence and
paragraph structure

• Clarity, organiza0on,
and logical flow of
ideas within wri0ng

• Scholarly,
professional wri0ng
tone with no use of
first person

• Synthesis of
informa0on is
present with no
more than one short
direct quote (15
words or less)

• Correct APA format
for the following:
o Font style and

size
o Margins and

spacing
o Cita0on and

referencing
sources

o Mechanics of

Graduate-level
wri0ng style
needs
improvement as
evidenced by
mee0ng the
following
criteria with 8 or
more errors,
total:
• Correct use

of spelling,
grammar,
punctua0on,
sentence and
paragraph
structure

• Clarity,
organiza0on,
and logical
flow of ideas
within wri0ng

• Scholarly,
professional
wri0ng tone
with no use
of first person

• Synthesis of
informa0on is
present with
no more than
one short
direct quote

6

• Purpose
• Course Learning Outcomes
• Total Points Possible: 125
• Assignment Overview
• Assignment Instructions
• Assignment Criteria
• Grading Rubric