NUR 445 Module 2 Capstone Project Written Outline Example

Reviewed by Ingrid Vasterling, MSN, RN Arizona State University Updated October 2026

This NUR 445 Module 2 example is the written outline that prepares the capstone project, the first step of the project that becomes the Module 5 proposal and then the NUR 464 capstone. ASU NUR 445 is the management course in the RN to BSN sequence, and Module 2 pairs this outline with a quiz on telling a project from a study, so the outline must define an evidence-based practice project, not research. The composite writer's own floor, a Tucson medical unit with many patients over 65, is full of people who cannot hear their nurses. Her outline states the problem with a local estimate, writes a PICOT, summarizes five sources, explains why this is a project, sketches the plan and lists the measures she will use.

CourseNUR 445 Nursing Management in Health Care
ModuleModule 2
Paper typeCapstone project written outline
LengthAbout 509 words, 4 pages
FormatAPA 7 student paper
SchoolArizona State University
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NUR 445 Module 2

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Hearing the Plan of Care: A Written Capstone Outline on Offering Pocket Amplifiers to Hard-of-Hearing Inpatients

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

NUR 445: Nursing Management in Health Care

Instructor Name

Month Day, Year

What this page is doingThe title states the project's purpose in patient terms, being able to hear one's own plan of care, and names the intervention, population and setting.
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Hearing the Plan of Care: A Written Capstone Outline on Offering Pocket Amplifiers to Hard-of-Hearing Inpatients

I. Practice Problem

A. Many older adults on our 30-bed medical unit have hearing loss, and few bring working hearing aids. In an informal two-week tally, nurses identified 23 of 141 patients aged 65 and older as having trouble hearing bedside conversation.

B. When patients cannot hear, they miss teaching, consent discussions and discharge instructions, and nurses raise their voices, repeat themselves or speak to family instead.

C. Hearing loss is linked to poorer patient-provider communication in hospitals (Shukla et al., 2019) and to inpatient falls, especially among patients without hearing aids (Tiase et al., 2020).

II. PICOT Question

Among medical inpatients 65 or older who report trouble hearing (P), will a pocket voice amplifier used for nurse conversations (I), versus speaking as we do now (C), raise how well patients say they understood their care and discharge plan (O) by the end of the admission (T)?

III. Summary of Evidence

A. Shukla et al. (2019): systematic review, 13 inpatient studies; hearing loss hurt patient-provider talk in all of them; cheap amplifiers helped where tried.

B. Koerber et al. (2024): scoping review, 12 studies; patients understood speech better and liked the devices; staff used them unevenly (awareness, upkeep, lost devices).

C. Chodosh et al. (2021): randomized ED pilot, 133 veterans aged 60 or older; amplifier group reported easier understanding and had fewer returns within three days.

D. Kimball et al. (2018): feasibility work on acute care floors; nearly every patient who tried the device was satisfied, and nurses said conversations went faster.

E. Tiase et al. (2020): record review of over 50,000 admissions; reported hearing loss tracked with falls, most of all when no hearing aid was in use.

IV. Project or Study?

A. This is an evidence-based practice project, not a research study. It applies an intervention already supported by evidence to improve care on one unit.

B. It does not test a hypothesis, randomize patients or aim to produce generalizable knowledge, so it is reviewed as quality improvement under hospital policy.

C. Data are collected for unit improvement, without identifiable patient information.

V. Plan

A. Stakeholders: nurse manager, unit educator, two staff nurse champions, speech-language pathology, patient experience office.

B. Screening: one new admission question asking whether the patient struggles to hear speech even when the room is quiet.

C. Intervention: four personal amplifiers with disposable ear covers stored at the nurses' station; nurses offer one for teaching, consent and discharge conversations.

D. Education: short demo at huddle plus a single-sheet guide to cleaning and signing devices out.

E. Timeline: four weeks of planning, eight weeks of implementation, two weeks of evaluation.

VI. Measures

A. Outcome: patient-reported understanding using two questions at discharge.

B. Process: how often a patient who screens positive is actually offered a device.

C. Balancing: devices lost or damaged; nurse-reported time per conversation.

VII. Next Steps

A. Confirm support with the nurse manager.

B. Develop the proposal in Module 5 with full background, literature and evaluation plan.

References

Chodosh, J., Goldfeld, K., Weinstein, B. E., Radcliffe, K., Burlingame, M., Dickson, V., Grudzen, C., Sherman, S., Smilowitz, J., & Blustein, J. (2021). The HEAR-VA pilot study: Hearing assistance provided to older adults in the emergency department. Journal of the American Geriatrics Society, 69(4), 1071-1078. https://doi.org/10.1111/jgs.17037

Kimball, A. R., Roscigno, C. I., Jenerette, C. M., Hughart, K. M., Jenkins, W. W., & Hsu, W. (2018). Amplified hearing device use in acute care settings for patients with hearing loss: A feasibility study. Geriatric Nursing, 39(3), 279-284. https://doi.org/10.1016/j.gerinurse.2017.10.009

Koerber, R. M., Kokorelias, K. M., & Sinha, S. K. (2024). The clinical use of personal hearing amplifiers in facilitating accessible patient-provider communication: A scoping review. Journal of the American Geriatrics Society, 72(7), 2195-2205. https://doi.org/10.1111/jgs.18784

Shukla, A., Nieman, C. L., Price, C., Harper, M., Lin, F. R., & Reed, N. S. (2019). Impact of hearing loss on patient-provider communication among hospitalized patients: A systematic review. American Journal of Medical Quality, 34(3), 284-292. https://doi.org/10.1177/1062860618798926

Tiase, V. L., Tang, K., Vawdrey, D. K., Raso, R., Adelman, J. S., Yu, S. P., Applebaum, J. R., & Lalwani, A. K. (2020). Impact of hearing loss on patient falls in the inpatient setting. American Journal of Preventive Medicine, 58(6), 839-844. https://doi.org/10.1016/j.amepre.2020.01.019

Reading the NUR 445 Module 2 assignment instructions

The posted syllabus places Preparing for Your Capstone Project: Written Outline in Module 2, whose topics are change and decision making, leadership and management, and evidence-based practice and management. The same module has a quiz titled Project or Study, which checks whether you can separate improvement work from research. The outline is the skeleton of the capstone proposal due in Module 5, which must pass with at least 70% before you can begin NUR 464. Expect the prompt to ask for the practice problem, a PICOT question, a brief evidence summary, the project type and a plan. Check Canvas for a template and required headings. Instructors often return comments on the outline that should be addressed in the proposal.

How the NUR 445 Module 2 example is put together

The sample is written as a true outline with Roman numerals and lettered points, which is the format the assignment name suggests. It sizes the problem with a two-week unit count, cites two harms, writes a full PICOT, and summarizes five sources in one line each with their key findings. A short section shows how it differs from research. The plan names stakeholders, a screening question, the intervention, education and a timeline, and the measures section lists outcome, process and balancing measures. Next steps link the outline to the Module 5 proposal. Each evidence point is cited where it appears, and the full APA list follows the outline.

Where the marks sit in the NUR 445 Module 2 rubric

Outlines are usually graded on completeness of required elements, clarity of the problem and PICOT, the relevance and quality of the evidence listed, correct identification of the work as a project rather than research, and feasibility of the plan. Because it feeds the Module 5 proposal, instructors often comment more than they deduct, but missing sections lose points. APA citations are expected even in outline form. A clear statement of why the work is not a study shows understanding of the Project or Study concept the module tests. Instructors may also look for an early sense of feasibility, such as whether the manager supports the idea.

NUR 445 Module 2 help from the desk

Students often choose a problem that is too big, such as reducing all falls hospital-wide, which makes the proposal unmanageable. Pick one unit and one change. A second trap is drafting what is really a research design, with randomized groups and a hypothesis, for a capstone that is meant to apply evidence. Keep evidence summaries to one or two lines each and cite them. Include measures from the start, since the proposal will need them. Check with your manager that the project is realistic. If you would like help outlining your own capstone idea, send your topic and the template. Keep the PICOT elements in the same order you will use in the proposal, so the two documents match.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

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NUR 445 Module 2 questions, answered

Where can I find a free NUR 445 Module 2 sample paper?

The written capstone outline appears in full above, covering the problem, PICOT, five evidence summaries, why it is a project and not a study, the plan, measures and references.

What is the difference between a project and a study in NUR 445?

A project applies existing evidence to improve care in one setting. A study tests a hypothesis to produce generalizable knowledge and needs research approval.

What should the NUR 445 capstone outline include?

Usually the practice problem, PICOT, an evidence summary, the project type, a plan with stakeholders and timeline, and measures.

How many sources does the NUR 445 capstone outline need?

Check Canvas. Several peer-reviewed sources that support the intervention are typical, and you will add more in the proposal.

Does the NUR 445 capstone carry into NUR 464?

Yes. Yes. Your proposal grade in NUR 445 has to reach at least 70% before NUR 464 opens, and the project carries forward there.