Benchmark – Capstone Change Project Objectives Example
Benchmark – Capstone Change Project Objectives Example
Benchmark – Capstone Change Project Objectives
Introduction
Central venous line insertion is a vital procedure usually in managing and monitoring critically ill patients. Despite its massive benefits, the intervention poses infection risk factors to patients and predisposes them to increased morbidity and mortality. According to Al-Khawaja et al. (2021), the prevalence of central line-associated bloodstream infections (CLABSI) varies across different settings. The pooled CLABSI rate in the United States is approximately 1.25 per 1000. The rates are even high in resource-restricted countries. This Benchmark – Capstone Change Project Objectives Example paper aims to explore the evidence associated with the practices of having a dedicated team of nurses to oversee all central lines in the ICU and CLABSI reduction. It will also highlight the objectives of the intervention and its relationship with patient autonomy and justice.
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Several interventions have been used to minimize the rate of CLABSIs in the ICU. One of the evidence-based interventions is having a dedicated team of nurses oversee all ICU central lines. These nurses have received special training about access and care of central lines. Various studies have demonstrated evidence of better outcomes in relation to CLABSI prevention when a dedicated team for central venous access is assigned in the ICU. For instance, in a study conducted by Levit et al. (2020), some nurses were trained to provider dedicated central line insertion and maintenance services. They acted as a team dedicated to central line access and management Benchmark – Capstone Change Project Objectives Example. Post-intervention findings indicated that the success rate of central line access in the first attempt increased by 56.6%. Central line complications such as CLABSI decreased from 12.8 per 1000 line days to 1-5.5. Equally, phlebitis and needle stick injuries were reduced significantly. Equally, Silva et al. (2020) conducted a comparative retrospective study to assess the effectiveness of reducing undesired catheter removal and other negative central catheter-related outcomes when done by a dedicated and regular team of nurses. The researchers found that central line placement and maintenance by a dedicated nursing team were associated with better patient outcomes. Therefore, it is imperative to adopt this evidence-based practice in all settings caring for the critically ill to achieve CLABSI.
Objectives for the proposed intervention
The following are the identified objectives to be achieved by assigning a dedicated team of nurses to oversee all central lines in the ICU and the rationale.
- By 15th June 2022, a team of nurses certified to maintain the central line should be recruited and mobilized to the ICU. As pointed out by Levit et al. (2020), a team of nurses dedicated to the care of central lines is often more knowledgeable, experienced, and compliant with guidelines and practices aiming to prevent CLABSI. They can contribute to lower central line-related complications.
- By the end of three months of recruiting the team of nurses dedicated to the management of central lines, there should be a reduction of CLABSI cases to zero. Recruitment of this dedicated team reduces the need for float pool nurses, who are an independent risk factor for CLABSI (Scheier et al., 2021). Therefore, this intervention is expected to eliminate the incidence of CLABSI effectively.
- By the end of 3 months from the onset of the project, all ICU nurses would have received educational training and expressed confidence in having knowledge and adherence to guidelines to prevent According to Aloush (2018), educational courses aiming to improve nurses’ knowledge about central venous catheter-related infections significantly impact understanding of central venous access and maintenance. The knowledge can translate to lower CLABSI and other associated complications.
- By the end of the intervention period, the ICU staff should have 100% adopted a standardized flushing method with an aseptic non-touch technique. As stipulated by Gerçeker et al. (2018), the technique aims to promote reduced contact with the central line catheter and tubing to prevent the risk of infection Benchmark – Capstone Change Project Objectives Example.
- By 15th June 2022, a team of dedicated nurses should oversee all central lines in the ICU, and they should demonstrate compliance in completing all components of the central line (CL) According to Lee et al. (2018), the CL bundle entails, among other interventions, the use of personal and patient protective gear. CL bundle is associated with lower CLABSI incidences.
How the proposed project advocates for autonomy and justice
Critically ill patients have unique needs compared to other patients. Interventions such as central line placement and the risk it poses to these patients demand that they be assigned more resources, such as a dedicated nursing team to oversee all central lines. According to Bhaskar et al. (2020), the distribution of resources according to need is exercising equity, and it is one of the tenets of social justice. Social justice that promotes equitable allocation of resources addresses the disproportionality in disease outcomes common among vulnerable groups and communities. On the other hand, the proposed project is preventive care, and it aims to prevent the deterioration of the patient’s health status due to CLABSIs. Preventing CLABSIs promotes the patient’s ability to make decisions autonomously.
References
Al-Khawaja, S., Saeed, N. K., Al-Khawaja, S., Azzam, N., & Al-Biltagi, M. (2021). Trends of central line-associated bloodstream infections in the intensive care unit in the Kingdom of Bahrain: Four years’ experience. World journal of critical care medicine, 10(5), 220–231. https://doi.org/10.5492/wjccm.v10.i5.220
Aloush S. (2018). Educating intensive care unit nurses to use central venous catheter infection prevention guidelines: effectiveness of an educational course. Journal of research in nursing: JRN, 23(5), 406–413. https://doi.org/10.1177/1744987118762992
Bhaskar, S., Rastogi, A., Menon, K. V., Kunheri, B., Balakrishnan, S., & Howick, J. (2020). Call for Action to Address Equity and Justice Divide during COVID-19. Frontiers in psychiatry, 11, 559905. https://doi.org/10.3389/fpsyt.2020.559905 Benchmark – Capstone Change Project Objectives Example
Gerçeker, G. Ö., Sevgili, S. A., & Yardımcı, F. (2018). Impact of flushing with aseptic non-touch technique using pre-filled flush or manually prepared syringes on central venous catheter occlusion and bloodstream infections in pediatric hemato-oncology patients: A randomized controlled study. European journal of oncology nursing: the official journal of European Oncology Nursing Society, 33, 78–84. https://doi.org/10.1016/j.ejon.2018.02.002
Lee, K. H., Cho, N. H., Jeong, S. J., Kim, M. N., Han, S. H., & Song, Y. G. (2018). Effect of Central Line Bundle Compliance on Central Line-Associated Bloodstream Infections. Yonsei medical journal, 59(3), 376–382. https://doi.org/10.3349/ymj.2018.59.3.376
Levit, O., Shabanova, V., & Bizzarro, M. (2020). Impact of a dedicated nursing team on central line-related complications in the neonatal intensive care unit. The journal of maternal-fetal & neonatal medicine: the official journal of the European Association of Perinatal Medicine, the Federation of Asia and Oceania Perinatal Societies, the International Society of Perinatal Obstetricians, 33(15), 2618–2622. https://doi.org/10.1080/14767058.2018.1555814
Scheier, T., Kuster, S. P., Dunic, M., Falk, C., Sax, H., & Schreiber, P. W. (2021). Does continuity in nursing staff matter? A pilot study on the correlation of central line-associated bloodstream infections and employee turnover. Antimicrobial resistance and infection control, 10(1), 90. https://doi.org/10.1186/s13756-021-00958-z
Silva, J. T., Lagares-Velasco, A., Fernández-Ruiz, M., González-Monterrubio, G., Pérez-Cárdenas, M. D., Aguado, J. M., & López-Medrano, F. (2020). Benchmark – Capstone Change Project Objectives Example Peripherally inserted central venous catheter placed and maintained by a dedicated nursing team for the administration of antimicrobial therapy vs. another type of catheter: a retrospective case-control study. Enfermedades infecciosas y microbiologia clinica (English ed.), 38(9), 425–430. https://doi.org/10.1016/j.eimc.2020.01.005
Benchmark – Capstone Change Project Objectives Example Additional guidance on paper requirements
Objectives
Objectives should be SMART: Specific, Measurable, Attainable, Realistic, and Time-sensitive. Objectives are formulated for evidence-based projects (EBPs) to assist with a review of baseline data and to create a benchmark for improvement. It allows one to compare the measurement/metric to assess if an improvement was obtained.
Sepsis Capstone Project (example)
There is an 85% compliance rate with the utilization of the Sepsis Protocol in the Emergency Room.
The manager’s goal is to achieve 100% compliance.
Objective: By May 31, 2022, adherence to the Sepsis Protocol in the emergency room will increase by 15%.
Rationale: Research states that adherence to the Sepsis Protocol reduces multi-system organ failure, thereby reducing mortality (providing better patient outcomes). In addition, if adherence is obtained length of stay is decreased thereby reducing costs Benchmark – Capstone Change Project Objectives Example.
The objective should be incremental and attainable. After re-education, the manager will conduct quality checks (chart audits) during the EBP and provide real-time feedback for correction.
Benchmark – Capstone Change Project Objectives
PICOT Question
In ICU patients with central line devices inserted into patients, does having a dedicated team of nurses to oversee all central lines in the ICU decrease the CLABSI rate compared to having bedside nurses be responsible for the maintenance of the lines over a three month period?
Assignment
Assessment Description
Review your problem or issue and the cultural assessment. Consider how the findings connect to your topic and intervention for your capstone change project. Write a list of three to five objectives for your proposed intervention. Below each objective, provide a one or two sentence rationale.
After writing your objectives, provide a rationale for how your proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
1.5: Advocate for autonomy and social justice for individuals and diverse populations.
Benchmark – Capstone Change Project Objectives Example Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
SMART Goals:
A How to Guide
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
Table of Contents
What are SMART Goals? ……………………………………………………………………………………………………..3
What is the SMART criteria?…………………………………………………………………………………………………3
How do I decide the right scope for my SMART Goals? (How big? How many?)………………………………3
Where to start?………………………………………………………………………………………………………………………..3
How to write your S-M-A-R-T goal …………………………………………………………………………………………4
Examples of Creating a SMART Goal ………………………………………………………………………………………7
Goal: I want to complete a project……………………………………………………………………………………………..7
Goal: I want to improve my performance ……………………………………………………………………………………8
Appendix………………………………………………………………………………………………………………………..10
Template for writing a S.M.A.R.T. Goal…………………………………………………………………………………11
More SMART Goal Examples………………………………………………………………………………………………12
Ongoing…………………………………………………………………………………………………………………………………12
New Project/Performance Cycle-Specific …………………………………………………………………………………..12
Development Goals…………………………………………………………………………………………………………………13
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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How to Write SMART Goals:
A Guide for Managers and Employees
What are SMART Goals?
Statements of the important results you are working to accomplish
Designed in a way to foster clear and mutual understanding of what constitutes
expected levels of performance and successful professional development
What is the SMART criteria?
S Specific What will be accomplished? What actions will you
take?
M Measurable What data will measure the goal? (How much? How
well?
A Achievable Is the goal doable? Do you have the necessary skills
and resources?
R Relevant How does the goal align with broader goals? Why is
the result important?
T Time-Bound What is the time frame for accomplishing the goal?
How do I decide the right scope for my SMART Goals? (How big? How many?)
SMART goals are meant to address all of your major job responsibilities.
Remember, goals are intended to focus attention and resources on what is most important
so that you can be successful in achieving your priorities. SMART Goals are goals for your
day-to-day job.
Common types of goals are to:
o Increase something
o Make something
o Improve something
o Reduce something
o Save something
o Develop someone (yourself!)
Where to start?
1. Start by thinking about your whole job and the broad areas (or “buckets”) of
responsibility and results for which you are accountable. Benchmark – Capstone Change Project Objectives Example
2. Develop a goal statement for each bucket. To get the scope right, remember to
focus on end results not tasks.
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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3. Goals should be high level enough to encompass the core outcomes for which you
are responsible, but specific and clear enough so you will be able to measure
success.
4. Goals should be on-going job responsibilities and any new projects, assignments,
priorities, or initiatives that are specific to this performance cycle.
5. Having too many goals can be an indicator that your goals are scoped at too low a
level and are focused more on tasks than on end results.
6. If it seems that your goals are becoming too numerous and task-oriented, it may be
helpful to consider combining several goal statements into a broader outcome area.
How to write your S-M-A-R-T goal
S – Specific
When setting a goal, be specific about what you want to accomplish. Think about this as the
mission statement for your goal. This isn’t a detailed list of how you’re going to meet a goal, but
it should include an answer to the popular ‘w’ questions:
Who – Consider who needs to be involved to achieve the goal (this is especially
important when you’re working on a group project).
What – Think about exactly what you are trying to accomplish and don’t be afraid to get
very detailed.
When – You’ll get more specific about this question under the “time-bound” section of
defining S.M.A.R.T. goals, but you should at least set a time frame.
Where – This question may not always apply, especially if you’re setting personal goals,
but if there’s a location or relevant event, identify it here.
Which – Determine any related obstacles or requirements. This question can be
beneficial in deciding if your goal is realistic. For example, if the goal is to open a baking
business, but you’ve never baked anything before, that might be an issue. As a result,
you may refine the specifics of the goal to be “Learn how to bake in order to open a
baking business.”
Why – What is the reason for the goal? When it comes to using this method for
employees, the answer will likely be along the lines of company advancement or career
development.
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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“S” actions may include:
Oversee Update Write
Coordinate Upgrade Process
Supervise Develop Provide
Manage Create Maintain
Plan Implement Reconcile
Support Evaluate Direct
Transition Produce Administer
Note that this list does not include verbs like “improve,” “reduce,” or “increase” (e.g.
“Improve customer service” or “reduce cost.” These imply the direction that you want a
result to move in, but don’t do much to explain the role or specific action that you will
take to accomplish this change.
M – Measurable
What metrics are you going to use to determine if you meet the goal? This makes a goal more
tangible because it provides a way to measure progress. If it’s a project that’s going to take a
few months to complete, then set some milestones by considering specific tasks to accomplish.
Milestones are a series of steps along the way that when added up will result in the completion
of your main goal.
As the “M” in SMART states, there should be a source of information to measure or
determine whether a goal has been achieved. Benchmark – Capstone Change Project Objectives Example
The M is a direct (or possibly indirect) indicator of what success for a particular goal will
look like.
Sometimes measurement is difficult and managers and employees will need to work
together to identify the most relevant and feasible data sources and collection methods.
Data collection efforts needed to measure a goal can be included in that goal’s action
plan.
Even if a perfect, direct measurement source is not immediately feasible for a given
goal, the discussion about the desired end result (why this goal is important) and what
the measurement options are (what success might look like) is an important and
valuable part of performance planning.
Measurement methods can be both quantitative (productivity results, money saved or
earned, etc.) and qualitative (client testimonials, surveys, etc.).
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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Some typical data types and data collection methods may include:
DATA TYPES DATA COLLECTION METHODS
Quality/accuracy rates Automated reports
Amounts produced Audits, tests
Revenue generated Surveys
Productivity rates Work products, samples
Customer Satisfaction Other documents
A – Achievable
This focuses on how important a goal is to you and what you can do to make it attainable and
may require developing new skills and changing attitudes. The goal is meant to inspire
motivation, not discouragement. Think about:
how to accomplish the goal,
if you have the tools/skills needed,
if not, consider what it would take to attain them.
R – Relevant
Relevance refers focusing on something that makes sense with the broader business goals. For
example, if the goal is to launch a new program or service, it should be something that’s in
alignment with the overall business/department objectives. Your team may be able to launch a
new program, but if your division is not prioritizing launching that type of new programs, then
the goal wouldn’t be relevant.
T – Time-Bound
Anyone can set goals, but if it lacks realistic timing, chances are you’re not going to succeed.
Providing a target date for deliverables is imperative. Ask specific questions about the goal
deadline and what can be accomplished within that time period. If the goal will take three
months to complete, it’s useful to define what should be achieved half-way through the
process. Providing time constraints also creates a sense of urgency.
The Easiest Way to Write S.M.A.R.T. Goals
When it comes to writing S.M.A.R.T. goals, ask yourself and other team members a lot of
questions. The answers will help fine-tune your strategy, ensuring the goals are something
that’s actually attainable. Utilize the template provided in the appendix as a guide.
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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This doesn’t have to be a daunting experience; in fact, it should be quite illuminating. Below we
demonstrate how to write S.M.A.R.T. goals for two typical business scenarios: completing a
project and improving personal performance. We’ve also created an easy-to-use S.M.A.R.T.
goals template and worksheet to help you get started.
Examples of Creating a SMART Goal
Here are two examples of initial goals we’ll use to walk through this process:
1. I want to complete a project
2. I want to improve my performance
This is a typical approach to creating goals, but both of these are very vague. With the current
wording, the goals probably aren’t going to be attainable. The statements lack specifics,
timelines, motivation, and a reality check.
Now, let’s use the S.M.A.R.T. goals formula to clarify both and create new and improved goals.
Goal: I want to complete a project
Specific: Many people are accessing our current site from their mobile devices. Since it’s
not a responsive site, it provides a poor experience for customers. I want to launch a
mobile app for my company website by the end of June, which requires involvement
from software development, design, and marketing.
Measurable: Creating a mobile app for our company site will require a lot of resources.
To make it worthwhile, I’d like to have 50,000 installs of the site within six months of
launch. I’d also like to show a 5% conversion rate from customers using the mobile site.
Achievable: The departments that will be involved have signed-off on creating a mobile
app. I’ll need to manage the project and set milestones to keep everyone motivated and
on target.
Relevant: Improving the customer experience on mobile devices is a core initiative for
my company this year.
Time-Bound: In order to achieve 50,000 mobile app installs and a 5% conversion rate by
the end of the fiscal year, the app will need to be launched by Q2 with a robust
marketing campaign that should continue through the end of the year.
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Goal: I want to improve my performance
Specific: I received low marks on my ability to use PowerPoint at my last performance
review. Improving my skills requires that I learn how to use PowerPoint efficiently and
practice using it by creating various presentations. I’d like to be more proficient using
PowerPoint in time for my next review in six months.
Measurable: By the time of my next review, I should be able to create presentations
that incorporate graphs, images, and other media in a couple of hours. I should also be
able to efficiently use and create templates in PowerPoint that my coworkers can also
use.
Achievable: Improving my PowerPoint skills is instrumental in moving forward in my
career and receiving a better performance review. I can set time aside every week to
watch PowerPoint tutorials and even enroll in an online class that can teach me new
skills. I can also ask coworkers and my manager for PowerPoint tips.
Relevant: Working with PowerPoint is currently 25% of my job. As I move up in the
company, I’ll need to spend 50% of my time creating PowerPoint presentations. I enjoy
my career and want to continue to grow within this company.
Time-Bound: In six months, I should be proficient in PowerPoint ensuring it only
occupies 25% of my workload instead of the nearly 40% of the time it occupies now.
Once you go through and write your goals according to each S.M.A.R.T. characteristic, you can
then combine and consolidate all the work you’ve done into one S.M.A.R.T. goal.
S.M.A.R.T. goal: I want to complete a project
Description: Improving the customer experience on mobile devices is a core initiative
for my company this year, so we are going to create a mobile app. By the end of the
fiscal year, there should be 50,000 installs of the mobile app we develop, and it should
produce a 5% conversion rate. We’ll build the mobile app in-house and launch it by the
end of June with an app-related marketing campaign that will continue to the end of the
year.
Milestone: Mobile app launches end of June.
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Deadline: End of the fiscal year.
S.M.A.R.T. goal: I want to improve my performance
Description: To grow in my career, I need to improve my PowerPoint skills. By taking
online classes and reviewing tutorials, I’ll improve my PowerPoint skills so that it only
requires 25% of my work time.
Milestone: Complete an online PowerPoint course in three months.
Deadline: Next employee review in six months.
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Appendix
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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Template for writing a S.M.A.R.T. Goal
Crafting S.M.A.R.T. Goals are designed to help you identify if what you want to achieve is
realistic and determine a deadline. When writing S.M.A.R.T. Goals use concise language, but
include relevant information. These are designed to help you succeed, so be positive when
answering the questions Benchmark – Capstone Change Project Objectives Example.
Initial Goal (Write the goal you have in mind):
______________________________________________________________________________
1. Specific (What do you want to accomplish? Who needs to be included? When do you want to
do this? Why is this a goal?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Measurable (How can you measure progress and know if you’ve successfully met your goal?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Achievable (Do you have the skills required to achieve the goal? If not, can you obtain them?
What is the motivation for this goal? Is the amount of effort required on par with what the goal
will achieve?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Relevant (Why am I setting this goal now? Is it aligned with overall objectives?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Time-bound (What’s the deadline and is it realistic?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
S.M.A.R.T. Goal (Review what you have written, and craft a new goal statement based on what
the answers to the questions above have revealed):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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More SMART Goal Examples
Ongoing
Provide high quality customer service resulting in a 90% customer satisfaction rating from
external customers on accuracy, timeliness and courtesy measures on an ongoing basis.
On an ongoing basis, reconcile the department financial reports by the 15th of every month with
no increase in reconciliation errors.
On an ongoing basis, accurately process and dispatch 95% of high priority calls for police, fire
and medical services.
On an ongoing basis, dispatch 82% of high priority calls for police, fire and medical services
within established timeframes.
Resolve 90% of complaints through a collaborative process without need for formal mediation
on an ongoing basis.
Conduct education, monitoring and enforcement to ensure that 98% of agricultural and pest
control businesses are in compliance with all pesticide regulatory requirements on an ongoing
basis.
Manage and support effective performance resulting in achievement of 75% of program and
individual performance targets by the end of the fiscal year.
Manage the department budget to stay within appropriations and accomplish 85% of service
results by the end of the fiscal year.
Coach and support my direct reports resulting in attainment of 85% of all performance plan
goals and feedback from direct reports that I provided them with clear expectations, meaningful
feedback and fair performance evaluations by the end of the fiscal year.
New Project/Performance Cycle-Specific
By March 2011, develop and implement a customer service plan that results in department staff
reporting that they are clear about expectations for excellent customer service and have the
skills and support to perform at that level and that results in customers reporting that they
receive excellent customer service.
Transition to a new automated case management system with minimal affects on customer
service by developing a training program that ensures all staff can process 30 cases per day no
later than three months after the end of the training classes.
Reduce overtime in the department from 150 hours per month to 50 hours per month by the
end of the fiscal year with no increase in incident reports.
Develop a quality improvement process for the sanitary sewer system that reduces the failure
rate to 1% by 12/31/11.
Create a partnership with at least 5 local cities to deliver two compliance-related training
workshops resulting in $____ improvement in Net County Cost by 6/30/11.
By 11/30/11, update the employee handbook to include a searchable intranet version that
employees find easy to use and informative.
Complete the Energy Watch Program to reduce countywide carbon emissions by 605 tons by the
end of the fiscal year Benchmark – Capstone Change Project Objectives Example.
Performance Appraisal Planning 2016-2017 SMART Goals: A How to Guide
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Conduct outreach and education that reduces the amount of illegal dumping into the streets
and drainage channels by __% by June 30, 2011.
Develop and implement vehicle replacement plan to increase the Average Fuel Economy to 30
Miles per Gallon by 2012 for Midsize and Compact Vehicles and to increase the average Miles
per Gallon on the total fleet to 25 MPG by 2016.
Implement Evidence Based Probation Service (EPBS) practices in order to reduce recidivism
among participants by __% by June 30, 2011.
Development Goals
By June 30, 2011, develop and apply upgraded computer skills that enable me to produce
budget reconciliation reports each month in a timely and accurate fashion.
Develop and practice my coaching skills so that my direct reports report that they feel more
satisfied with their work and able to perform at a higher level and such that I achieve a 30/70
split between coaching and doing by June 30, 2011.
By June 30, 2011, complete course work and attain a CSAC credential to enhance my skills as an
effective leader as measured by feedback from my supervisor and the accomplishment of my
performance plan goals.
Rubric
Objectives
1.25 points
Criteria Description
Objectives
- 5: Excellent
1.25 points
Three to five objectives are presented.
- 4: Good
1.11 points
NA
- 3: Satisfactory
0.99 points
NA
- 2: Less Than Satisfactory
0.94 points
NA
- 1: Unsatisfactory
0 points
A list of objectives for the proposed intervention is omitted. Fewer than three objectives are presented.
Rationale for How Findings Relate to the Topic and Proposed Intervention
1.5 points
Criteria Description
Rationale for How Findings Relate to the Topic and Proposed Intervention
- 5: Excellent
1.5 points
Rationale is clearly provided for each objective and thoroughly explains the relationship of the findings to the topic and proposed intervention.
- 4: Good
1.34 points
Rationale is provided for each objective and explains the relationship of findings to the topic and proposed intervention. Some detail is needed for clarity.
- 3: Satisfactory
1.19 points
General rationale is provided for each objective and generally summarizes the relationship of most findings to the topic and proposed intervention. There are some inaccuracies or minor omissions.
- 2: Less Than Satisfactory
1.13 points
Rationale is incomplete. There are omissions. Rationale provided does not explain the relationship of findings to the topic and proposed intervention.
- 1: Unsatisfactory
0 points
Rationale for each objective is omitted.
Rationale for Autonomy and Social Justice
1.25 points
Criteria Description
Rationale for How Proposed Project and Objectives Advocate for Autonomy and Social Justice for Individuals and Diverse Populations (C1.5)
- 5: Excellent
1.25 points
Well-supported rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy for autonomy and social justice for individuals and diverse populations is clearly established.
- 4: Good
1.11 points
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented Benchmark – Capstone Change Project Objectives Example. Advocacy is generally established.
- 3: Satisfactory
0.99 points
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is summarized. Some advocacy is established.
- 2: Less Than Satisfactory
0.94 points
Incomplete rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is presented. Advocacy is not established.
- 1: Unsatisfactory
0 points
Rationale for how proposed project and objectives advocate for autonomy and social justice for individuals and diverse populations is omitted.
Thesis Development and Purpose
0.25 points
Criteria Description
Thesis Development and Purpose
- 5: Excellent
0.25 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
- 4: Good
0.22 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
- 3: Satisfactory
0.2 points
Thesis is apparent and appropriate to purpose.
- 2: Less Than Satisfactory
0.19 points
Thesis is insufficiently developed or vague. Purpose is not clear.
- 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
0.25 points
Criteria Description
Argument Logic and Construction
- 5: Excellent
0.25 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
- 4: Good
0.22 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
- 3: Satisfactory
0.2 points
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis Benchmark – Capstone Change Project Objectives Example.
- 2: Less Than Satisfactory
0.19 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
- 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources Benchmark – Capstone Change Project Objectives Example.
