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CAPDraftInstructions_Fall20201 xCAPDraftInstructions_Fall20201 xCAPePosterCreationandPresentationGuidelines_Fall2020 xCAPeposterexample111.pptxCAPe-postertemplate1.pptx

CAP Draft Instructions

Students submit two drafts of their CAP paper during the term. The student’s clinical instructor reviews the drafts and provides feedback. Each draft earns a maximum of 5 points. Consult the “CAP Instructions and Rubric” document for guidance on content.

1st draft contains:

· Introduction

· Literature review of the topic/issue

The first draft includes proper APA-styled citations for the articles referenced. It does NOT need to include an APA-styled title page; however, this is a requirement for the final paper.

2nd draft contains:

· Literature review of the solution/interventions

· Implementation/intervention

The second draft includes proper APA-styled citations for the articles referenced.

Instructor Feedback

· These drafts are an opportunity for the instructor to tell the student if they are on the right track for content, writing, and formatting.

· The drafts are not an opportunity to receive detailed corrections on content and APA style.

Grading criteria

CAP drafts will be assessed using the following criteria. Late submissions will lose up to 10% for every day submitted past the due date.

4-5 points: very good/good

Draft follows all instructions; includes the required content contained in the CAP rubric. Writing is cohesive. Draft may have one or two deficiencies in completeness, content, writing mechanics, or APA format.

3 points: average

Draft follows most instructions; includes most of the required content contained in the CAP rubric. Writing may need improvement. Draft has three or four deficiencies in content, writing mechanics, or APA format.

1-2 points: deficient

Assignment is submitted but does not follow directions, lacks content, and/or is incomplete.

0 points: Nothing submitted

CAP Draft Instructions

Students submit two drafts of their CAP paper during the term. The student’s clinical instructor reviews the drafts and provides feedback. Each draft earns a maximum of 5 points. Consult the “CAP Instructions and Rubric” document for guidance on content.

1st draft contains:

· Introduction

· Literature review of the topic/issue

The first draft includes proper APA-styled citations for the articles referenced. It does NOT need to include an APA-styled title page; however, this is a requirement for the final paper.

2nd draft contains:

· Literature review of the solution/interventions

· Implementation/intervention

The second draft includes proper APA-styled citations for the articles referenced.

Instructor Feedback

· These drafts are an opportunity for the instructor to tell the student if they are on the right track for content, writing, and formatting.

· The drafts are not an opportunity to receive detailed corrections on content and APA style.

Grading criteria

CAP drafts will be assessed using the following criteria. Late submissions will lose up to 10% for every day submitted past the due date.

4-5 points: very good/good

Draft follows all instructions; includes the required content contained in the CAP rubric. Writing is cohesive. Draft may have one or two deficiencies in completeness, content, writing mechanics, or APA format.

3 points: average

Draft follows most instructions; includes most of the required content contained in the CAP rubric. Writing may need improvement. Draft has three or four deficiencies in content, writing mechanics, or APA format.

1-2 points: deficient

Assignment is submitted but does not follow directions, lacks content, and/or is incomplete.

0 points: Nothing submitted

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 Video Presentation

Due to the pandemic, we will not be able to gather for in-person poster presentations like we have in the past. Instead, students will create a video presentation of their Clinical Application Project and upload to Brightspace by the date listed in the syllabus/course calendar. This brief (no more than 4 minutes) presentation is an overview of your CAP. It will include the following:

· name and clinical location of your project

· why this is an important topic for your clinical area

· what your literature search revealed about the topic and the solution

· how you would specifically implement your project

· what future benefits this project could have on nursing

Be sure and present professionally, as if you were in front of a live audience. This means: well-groomed, including hair pulled back, minimal makeup/jewelry; maintains eye contact with camera; stands still/camera does not sway; speaks clearly and audibly; knowledgeable and confident about project

This video presentation is worth 10 points. See CAP Video Presentation grading rubric (in Brightspace) so you understand how points are allocated.

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)
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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