CLABSI prevention Capstone Paper

CLABSI prevention Capstone Paper
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This is a READ ONLY document in pdf format. Please use the plain MSN Capstone Template as your working document.

This is an instructional template only. Please use this to guide you as you work in the MSN Capstone Template. Complete this Title Page by adding your Running head, title of your project, and your name.

Abstract

(Note to students: The Abstract will be completed during the Capstone Course, Task 1 – skip this if you are currently in the Field Experience). The required elements include the following:

1. Problem identification
2. Plan for addressing the problem under investigation
3. Implementation process

** Note: Abstract length – single paragraph, double-spaced, do not indent, and maximum of 250 words.

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Acknowledgements

(Inclusion of acknowledgements is optional)
This area is to acknowledge family, preceptor, faculty, friends, or anyone you would like to acknowledge.
** Note: This area should be completed in the Capstone Course, Task 1 (Skip this if you are currently in the Field Experience, if you choose to include this section).

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Table of Contents

** Note: You MUST add any additional subtitle headings to this Table of Contents as well as the page numbers.

Abstract …………………………………………………………………………………………………………………………..1 Acknowledgements…………………………………………………………………………………………………………..2

Chapter 1: Introduction………………………………………………………………………. Problem Statement……………………………………………………………………

Problem Background………………………………………………………………… Practice Change, Quality Improvement , or Innovation……………………………… Rationale for the Practice Change, Quality Improvement, or Innovation…………….

Chapter 2: Review of the Literature…………………………………………………………… Credible Sources………………………………………………………………………

Best Practices……………………………………………………………..
Evidence Summary……………………………………………………………………… Recommended Practice Change, Quality Improvement, or Innovation…………………

Chapter 3: Implementation………………………………………………………………….. Capstone Project Steps…………………………………………………………………… Changes to original implementation plan……………………………………………..

FIRST THREE/FOUR WORDS OF TITLE 4 Barriers associated with implementation……………………………………………..

Overcoming barriers………………………………………………………………….. Transprofessional Relationships………………………………………………………… How relationships facilitated implementation……………………………………….

Chapter 4: Post Capstone Project Considerations………………………………………….. Capstone Successes………………………………………………………………………. Successful aspects…………………………………………………………………….

Impact on future projects……………………………………………………………. Capstone Challenges…………………………………………………………………….. Aspects that did not go well………………………………………………………….. Impact on future projects……………………………………………………………..

Evidence and Current Practice………………………………………………………….. Post-Implementation……………………………………………………………………..

Resources Required for Post-Implementation Support………………………………….. Chapter 5: Reflection…………………………………………………………………………

Integration of MSN Program Outcomes…………………………………………………. References……………………………………………………………………………………. Appendix A: Credible Sources………………………………………………………………… Appendix B: Organization Approval Letter…………………………………………………… Appendix C: Preceptor Agreement…………………………………………………………….

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Problem Statement

Chapter 1: Introduction

This section involves the nursing problem you plan to address. The Problem Statement should be clear and concise. You should describe the scope of your problem, the population affected by the problem, location where the problem exists, and other key issues specific to your problem. This section involves a nursing problem statement, not a clinical PICO or research question. This statement should align with your plan to improve the problem.
Problem Background

Discuss factors, issues, or phenomenon that helped create or contribute to the problem. How did this problem begin and how long has it been a problem? Are there people (individual or groups) and/or conditions that contribute to the problem? Be sure to provide substantial detail to support the background information.
Practice Change, Quality Improvement, or Innovation

This section will provide an accurate description of the Practice Change/Quality Improvement/Innovation that you plan to develop and implement (focusing on only the implementation activity that you will be doing for this course) to address the problem you identified.

Rationale for the Practice Change, Quality Improvement, or Innovation

This section will provide an explanation of why the practice change, quality improvement, or innovation is being recommended. In short, provide a clear rationale for why your Capstone project is needed in your organization. This information is similar to the information you provided in Field Experience Task 1.

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Chapter 2: Review of the Literature

Credible Sources

This section is a brief introductory paragraph where you will refer your reader to Appendix A (The Credible Sources Table).

You must complete all of the columns and rows in the Credible Sources Table (Appendix A). Your sources may include peer reviewed articles or credible websites (.org, .edu, or .gov) published within the last five years. The purpose of your review is to evaluate each source and make an appraisal of the source, based on the following criteria: 1) Database (where source was obtained or url if using a website) 2) Peer-reviewed (yes/no), 3) Applicability of recommended best practice to your project, 4) Evidence grade assigned (strength and hierarchy), 5) General appraisal (brief summary of findings and how the findings inform your project), 6) Inclusion (whether you intend to cite the source with an in-text citation) or Exclusion (source will not be cited). Each of the sources that meet criteria for inclusion must be utilized in the Evidence Summary Section (using in-text citations). All sources identified with in-text citations in the body of the paper must be included in your References section.

Best Practices

This section involves a narrative discussion. You will extract the few best practices identified in the Evidence Summary that directly support your project, so we recommend you complete it after writing the evidence summary. Identify specific behaviors here. In-text citations MUST be used to support your identified best practices.

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Evidence Summary

This section is based on the sources that met your inclusion criteria/final column in Appendix A – Credible Sources Table. This section provides a summary (synthesis) of the findings, conclusions, or recommendations identified in the sources that met inclusion. The Evidence Summary should not be an Annotated Bibliography (separate critique) of the “included” sources. Instead, it should identify the areas where consensus among the various authors of the included sources exists. The findings, positions, and recommendations included in your Evidence Summary should be consistent with the recommendations you are proposing for your Capstone project. Use of subheadings in this section greatly facilitates organization of your Evidence Summary. We recommend grouping the “yes” articles by common ideas, which will be represented in the subheadings. Each source from the table meeting inclusion criteria will be incorporated into the Evidence Summary. You MUST include an APA style in-text citation for every source that met your inclusion criteria in Appendix A, and each in-text citation must be included in your References section.

Subheading (usually required). The use of subheadings will provide both you and the reader a roadmap of information. These are similar to chapter headings in a book. Remember to add them to your Table of Contents.

Subheading (usually required). Type here. Subheading (usually required). Type here

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Recommended Practice Change, Quality Improvement, or Innovation

This is a recap of the problem, evidence, and plan. In this section, you will provide a brief restatement of your problem, a recap of your evidence summary (with citations), and a summary statement about your plan, based on that evidence.

Note: Preliminary Reference List. According to APA, all References should be listed within the References section and not in the body of the paper.

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Chapter 3: Implementation

Chapters 3-5 are to be completed during Capstone Task 1; you may leave the headings with blank content for Field Experience Task 2

Capstone Project Steps

The information discussed under this section should be a reflection on the steps that you took to complete your project for this course. As a reminder, this will include a detailed discussion of each of the action steps that you actually completed for your Capstone project. In short, you will need to describe what you actually did. This should be in the past tense. Changes to original implementation plan. This section should include a detailed discussion of any changes you made from your original implementation plan.

Barriers associated with implementation. In this section, you will provide a detailed discussion of any barriers you encountered during the implementation of your Capstone Project. If no barriers were encountered, you should indicate this fact.

Overcoming barriers. This section will include a discussion of how each of the barriers were overcome. If no barriers were encountered, you should indicate this fact. Transprofessional Relationships

This section should include a list of any healthcare or interdisciplinary professionals who facilitated the development and implementation of your project. Some examples of these team members may include your stakeholders, ancillary staff, and physicians.

How relationships facilitated implementation. This section should contain a discussion of how each of the identified individuals (from the section above) facilitated the implementation of your Capstone Project.

Chapter 4: Post Capstone Project Considerations

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Capstone Successes
Successful aspects. In this section, you will describe the strengths of the project/what

went well. Some examples may include, but are not limited to, improvements in awareness or understanding around your topic within the organization, improved communication among stakeholders, or a readiness within the organization leadership and/or staff members to commit to the project.

Impact on future projects. This section will include a detailed discussion about how this project can be used to inform or facilitate future projects within the organization or in other organizations. Avoid simply explaining what happened. What would you definitely do again in future projects?
Capstone Challenges

Aspects that did not go well. In this section, you will describe the weaknesses of the project/what did not go well. Some examples may include improvements, communication, readiness, and commitment from the organization/stakeholders to the project that did not go as well or as anticipated.

Impact on future projects. This section will include a detailed discussion of each of the aspects identified that did not go well and how this may impact future projects within your organization or in other organizations. What would you never do again? If there were no negative aspects, you should indicate this fact.

Evidence and Current Practice

In this section you will provide a detailed discussion of how the evidence you found for your project enhanced the development and implementation of your project. This will require a

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detailed discussion about how the current practice was changed, based on the evidence. What about your project helped use current evidence to change nursing practice? What did your situation look like before, what did the literature search instruct you to do, what does your situation look like now, or how will it look when fully implemented?

Post-Implementation

In this section you will provide a detailed discussion of both the short and long term maintenance plans your organization will use for your project’s continued success. This might include, for example, creation of working groups or development of administrative support structures (policies, procedures, staffing adjustments, continuing education, or modifications in the organization structure). If you left the organization, how would this project continue without you?
Resources Required for Post-Implementation Support

This section will include a detailed explanation of the resources needed for sustaining the project. See Required Resources and Personnel from Field Experience Task 1 and select resources and personnel still required to sustain the project. Add additional resources and personnel, as needed, to sustain the project.

Chapter 5: Reflection Integration of MSN Program Outcomes

This final chapter of your Capstone written project provides the opportunity to discuss how the Capstone project allowed for integration of the WGU MSN program outcomes. You should select two of the program outcomes that were most relevant to your project. Please refer to the MSN program outcomes (listed below). There are nine total WGU MSN program outcomes.

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The following example of a Subheading utilizes keywords from the first WGU MSN program outcomes:

Patient-care technologies and information management strategies. You would then discuss how your project allowed for integration of this program outcome.

Subheading (usually required). Type here.

Subheading (usually required). Type here.
WGU Master of Science in Nursing program outcomes (This section is not included in the MSN Capstone Template and is intended to be utilized for your reference only.)
The WGU Master of Science in Nursing program graduate will select two of the following MSN Program outcomes:

1. Employ appropriate patient-care technologies and information management strategies to improve quality care outcomes.

2. Integrate clinical reasoning with organizational, patient-centered, culturally appropriate strategies to plan, deliver, and evaluate evidence-based practice.
3. Design innovative nursing practices to impact quality outcomes for individuals, populations, and systems congruent with ethical, professional, and legal standards.

4. Assemble scientific findings from nursing, biopsychosocial fields, genetics, public health, and organizational sciences for the continual improvement of nursing care across diverse settings.

5. Utilize applied research outcomes within the practice setting, navigating and integrating care services across healthcare systems.

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6. Design organization and leadership systems that promote high quality patient-care delivery and advance life-long learning.

7. Construct interprofessional teams to communicate, coordinate, collaborate, and consult with other health professionals to advance a culture of excellence.

8. Integrate scientific knowledge including that from genetics and genethics in the continual improvement of nursing care across diverse settings and populations.

9. Provide oversight and guidance in the integration of technology to manage care, identify performance measures and standards that improve quality and safety outcomes.

References

(Please note that this document outline is only a guide. The written paper, including all in-text citations, must be written in proper APA style. All references (sources) that met your

inclusion criteria should be identified using in-text citations in the body (narrative portion) of the paper. All of the included sources should be included in the References section.)

Finkler, S. A., Jones, C. B., & Kovner, C. T. (2013). Financial management for nurse managers and executives (4th ed.). St. Louis, MO: Elsevier.
Park, S. H., Blegen, M. A., Spetz, J., Chapman, S. A., & De Groot, H. (2012). Patient

turnover and the relationship between nurse staffing and patient outcomes. Research in Nursing & Health, 35(3), 277-288. doi:10.1002/nur.21474

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Park, S. H., Boyle, D. K., Bergquist-Beringer, S., Staggs, V. S., & Dunton, N. E. (2014). Concurrent and lagged effects of registered nurse turnover and staffing on unit-acquired pressure ulcers. Health Services Research, 49(4), 1205-1225. doi:10.1111/1475- 6773.12158

Staggs, V. S., & Dunton, N. (2012). Hospital and unit characteristics associated with nursing turnover include skill mix but not staffing level: An observational cross-sectional study. International Journal of Nursing Studies, 49(9), 1138-1145. doi:10.1016/j.ijnurstu.2012.03.009

Sullivan-Havens, D., Jones, C. B., & Carlson, J. (2014). Chief nursing office retention & turnover, 2013: Is the crisis still brewing? Retrieved from http://www.aone.org/conference2014/Handouts/2014_Concurrent_Handouts/Additional %20Handouts/S330H_BN2.pdf

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Appendix A Credible Sources

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All sources that meet inclusion criteria must be incorporated into the body (narrative) part of the paper. For example, when you provide an evidence summary, you will identify the source (from your inclusion list) and include an in-text citation. You will also provide the full APA style citation in the References section.

If you obtained your sources from the WGU Library, you will not need to identify the database (See the example below).

Strength of Evidence and Evidence Hierarchy:

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Appendix B Organization Approval Letter

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Appendix C Preceptor Agreement Form

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RUBRIC

ARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS):

UNSATISFACTORY / NOT PRESENT The candidate provides unsatisfactory articulation of response.

DOES NOT MEET STANDARD The candidate provides weak articulation of response.

MINIMALLY COMPETENT The candidate provides limited articulation of response.

COMPETENT The candidate provides adequate articulation of response.

HIGHLY COMPETENT The candidate provides substantial articulation of response.

A1. CAPSTONE PROJECT IMPLEMENTATION:

UNSATISFACTORY / NOT PRESENT The candidate does not provide an appropriate description of the actual steps taken to implement the capstone project.

DOES NOT MEET STANDARD Not applicable.

MINIMALLY COMPETENT The candidate provides an appropriate description, with insufficient detail, of the actual steps taken to implement the capstone project.

COMPETENT Not applicable.

HIGHLY COMPETENT The candidate provides an appropriate description, with sufficient detail, of the actual steps taken to implement the capstone project.

A2. CHANGES TO ORIGINAL IMPLEMENTATION PLAN:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of any changes that occurred to the original implementation plan during this process.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of any changes that occurred to the original implementation plan during this process.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of any changes that occurred to the original implementation plan during this process.

COMPETENT The candidate provides a logical discussion, with adequate detail, of any changes that occurred to the original implementation plan during this process.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of any changes that occurred to the original implementation plan during this process.

A3. BARRIERS ASSOCIATED WITH THE CAPSTONE PROJECT:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of any barriers associated with the implementation of the capstone project.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of any barriers associated with the implementation of the capstone project.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of any barriers associated with the implementation of the capstone project.

COMPETENT The candidate provides a logical discussion, with adequate detail, of any barriers associated with the implementation of the capstone project.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of any barriers associated with the implementation of the capstone project.

A3A. OVERCOMING BARRIERS:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical explanation of how the barriers discussed in part A3 were overcome.

DOES NOT MEET STANDARD The candidate provides a logical explanation, with no detail, of how the barriers discussed in part A3 were overcome.

MINIMALLY COMPETENT The candidate provides a logical explanation, with limited detail, of how the barriers discussed in part A3 were overcome.

COMPETENT The candidate provides a logical explanation, with adequate detail, of how the barriers discussed in part A3 were overcome.

HIGHLY COMPETENT The candidate provides a logical explanation, with substantial detail, of how the barriers discussed in part A3 were overcome.

1. TRANSPROFESSIONAL RELATIONSHIPS:

UNSATISFACTORY / NOT PRESENT The candidate does not appropriately identify transprofessional relationships that promoted implementation of the capstone project.

DOES NOT MEET STANDARD Not applicable.

MINIMALLY COMPETENT Not applicable.

COMPETENT Not applicable.

HIGHLY COMPETENT The candidate appropriately identifies transprofessional relationships that promoted implementation of the capstone project.

B1. HOW RELATIONSHIPS FACILITATED IMPLEMENTATION:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of how the relationships identified in part B facilitated the implementation of the project.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of how the relationships identified in part B facilitated the implementation of the project.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of how the relationships identified in part B facilitated the implementation of the project.

COMPETENT The candidate provides a logical discussion, with adequate detail, of how the relationships identified in part B facilitated the implementation of the project.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of how the relationships identified in part B facilitated the implementation of the project.

1. SUCCESSFUL ASPECTS:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of the most successful aspects of the capstone project.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of the most successful aspects of the capstone project.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of the most successful aspects of the capstone project.

COMPETENT The candidate provides a logical discussion, with adequate detail, of the most successful aspects of the capstone project.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of the most successful aspects of the capstone project.

C1. SUCCESSFUL ASPECTS: FUTURE PROJECTS:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical explanation of how the successes of the project help to inform future projects.

DOES NOT MEET STANDARD The candidate provides a logical explanation, with no detail, of how the successes of the project help to inform future projects.

MINIMALLY COMPETENT The candidate provides a logical explanation, with limited detail, of how the successes of the project help to inform future projects.

COMPETENT The candidate provides a logical explanation, with adequate detail, of how the successes of the project help to inform future projects.

HIGHLY COMPETENT The candidate provides a logical explanation, with substantial detail, of how the successes of the project help to inform future projects.

1. ASPECTS THAT DID NOT GO WELL:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of aspects of the project that did not go as well as anticipated.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of aspects of the project that did not go as well as anticipated.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of aspects of the project that did not go as well as anticipated.

COMPETENT The candidate provides a logical discussion, with adequate detail, of aspects of the project that did not go as well as anticipated.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of aspects of the project that did not go as well as anticipated.

D1. ASPECTS THAT DID NOT GO WELL: FUTURE PROJECTS:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical explanation of how an understanding of what did not go well can help to inform future projects.

DOES NOT MEET STANDARD The candidate provides a logical explanation, with no detail, of how an understanding of what did not go well can help to inform future projects.

MINIMALLY COMPETENT The candidate provides a logical explanation, with limited detail, of how an understanding of what did not go well can help to inform future projects.

COMPETENT The candidate provides a logical explanation, with adequate detail, of how an understanding of what did not go well can help to inform future projects.

HIGHLY COMPETENT The candidate provides a logical explanation, with substantial detail, of how an understanding of what did not go well can help to inform future projects.

1. EVIDENCE AND CURRENT PRACTICE:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical explanation of how the capstone project bridged the gap between evidence and current practice.

DOES NOT MEET STANDARD The candidate provides a logical explanation, with no support, of how the capstone project bridged the gap between evidence and current practice.

MINIMALLY COMPETENT The candidate provides a logical explanation, with limited support, of how the capstone project bridged the gap between evidence and current practice.

COMPETENT The candidate provides a logical explanation, with adequate support, of how the capstone project bridged the gap between evidence and current practice.

HIGHLY COMPETENT The candidate provides a logical explanation, with substantial support, of how the capstone project bridged the gap between evidence and current practice.

1. POST-IMPLEMENTATION:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of the organization’s plan to support the post-implementation of the capstone project, including plans for short- and long-term maintenance.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of the organization’s plan to support the post-implementation of the capstone project, including plans for short- and long-term maintenance.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of the organization’s plan to support the post-implementation of the capstone project, including plans for short- and long-term maintenance.

COMPETENT The candidate provides a logical discussion, with adequate detail, of the organization’s plan to support the post-implementation of the capstone project, including plans for short- and long-term maintenance.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of the organization’s plan to support the post-implementation of the capstone project, including plans for short- and long-term maintenance.

1. POST-IMPLEMENTATION RESOURCES:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical discussion of the resources needed for post-implementation support.

DOES NOT MEET STANDARD The candidate provides a logical discussion, with no detail, of the resources needed for post-implementation support.

MINIMALLY COMPETENT The candidate provides a logical discussion, with limited detail, of the resources needed for post-implementation support.

COMPETENT The candidate provides a logical discussion, with adequate detail, of the resources needed for post-implementation support.

HIGHLY COMPETENT The candidate provides a logical discussion, with substantial detail, of the resources needed for post-implementation support.

1. MSN PROGRAM OUTCOMES:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a logical explanation of how the candidate integrated 2 MSN program outcomes into the capstone project.

DOES NOT MEET STANDARD The candidate provides a logical explanation, with no detail, of how the candidate integrated 2 MSN program outcomes into the capstone project.

MINIMALLY COMPETENT The candidate provides a logical explanation, with limited detail, of how the candidate integrated 2 MSN program outcomes into the capstone project.

COMPETENT The candidate provides a logical explanation, with adequate detail, of how the candidate integrated 2 MSN program outcomes into the capstone project.

HIGHLY COMPETENT The candidate provides a logical explanation, with substantial detail, of how the candidate integrated 2 MSN program outcomes into the capstone project.

1. COMPLETED CAPSTONE REPORT:

UNSATISFACTORY / NOT PRESENT The candidate does not provide the completed capstone report, including the abstract and chapters 1–5.

DOES NOT MEET STANDARD Not applicable.

MINIMALLY COMPETENT Not applicable.

COMPETENT Not applicable.

HIGHLY COMPETENT The candidate provides the completed capstone report, including the abstract and chapters 1–5.

J1. ABSTRACT -PROBLEM IDENTIFICATION:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a summary of problem identification in the abstract.

DOES NOT MEET STANDARD The candidate provides a summary of problem identification in the abstract with no detail.

MINIMALLY COMPETENT The candidate provides a summary of problem identification in the abstract with limited detail.

COMPETENT The candidate provides a summary of problem identification in the abstract with adequate detail.

HIGHLY COMPETENT The candidate provides a summary of problem identification in the abstract with substantial detail.

J2. ABSTRACT -PLAN:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a summary of the plan for addressing the problem under investigation in the abstract.

DOES NOT MEET STANDARD The candidate provides a summary of the plan for addressing the problem under investigation in the abstract, with no detail.

MINIMALLY COMPETENT The candidate provides a summary of the plan for addressing the problem under investigation in the abstract, with limited detail.

COMPETENT The candidate provides a summary of the plan for addressing the problem under investigation in the abstract, with adequate detail.

HIGHLY COMPETENT The candidate provides a summary of the plan for addressing the problem under investigation in the abstract, with substantial detail.

J3. ABSTRACT -IMPLEMENTATION PROCESS:

UNSATISFACTORY / NOT PRESENT The candidate does not provide a summary of the implementation process in the abstract.

DOES NOT MEET STANDARD The candidate provides a summary of the implementation process in the abstract, with no detail.

MINIMALLY COMPETENT The candidate provides a summary of the implementation process in the abstract, with limited detail.

COMPETENT The candidate provides a summary of the implementation process in the abstract, with adequate detail.

HIGHLY COMPETENT The candidate provides a summary of the implementation process in the abstract, with substantial detail.

1. SOURCES:

UNSATISFACTORY / NOT PRESENT When the candidate uses sources, the candidate does not provide in-text citations and references.

DOES NOT MEET STANDARD When the candidate uses sources, the candidate provides only some in-text citations and references.

MINIMALLY COMPETENT When the candidate uses sources, the candidate provides appropriate in-text citations and references with major deviations from APA style.

COMPETENT When the candidate uses sources, the candidate provides appropriate in-text citations and references with minor deviations from APA style.

HIGHLY COMPETENT When the candidate uses sources, the candidate provides appropriate in-text citations and references with no readily detectable deviations from APA style, OR the candidate does not use sources.