NUR 464 Module 2 Nursing Practice Project Discussion Example

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

This NUR 464 Module 2 sample is the Nursing Practice Project practice experience discussion, where capstone students report progress and help each other through problems. ASU NUR 464 is the capstone course in the online RN to BSN program, and its syllabus says the discussion boards exist partly so students can collaborate on their projects, which this board does directly. Three weeks into her project, the composite writer is counting baseline cases on a Tucson medical floor. She reports baseline counts from her tally sheet, describes two early problems, a screening question that nurses skipped and a device that went missing during the trial run, explains how each was handled, and replies to a classmate whose project is waiting on approval.

CourseNUR 464 Capstone The Synthesis of Professional Nursing
ModuleModule 2
Paper typeDiscussion post with peer reply
LengthAbout 483 words
FormatDiscussion post with APA 7 citations
SchoolArizona State University
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NUR 464 Module 2

1

Discussion: Nursing Practice Project, Practice Experience

Three Weeks In: Baseline Numbers, a Missing Screening Question and a Device That Walked Away

Initial Post

In my capstone, older patients who cannot hear well are offered a pocket amplifier whenever nurses teach, obtain consent or discharge them. I am at the end of the three-week baseline, when nurses screen patients and ask the two discharge questions about understanding but do not yet offer devices.

So far, the tally sheet shows 102 discharges of patients aged 65 or older, 18 of whom screened positive for difficulty hearing conversation. Of those 18, 9 agreed or strongly agreed with both understanding statements at discharge, or 50%. That is the number I hope to improve. Half is roughly what the literature would predict, since hearing loss consistently undermines communication with hospitalized patients (Shukla et al., 2019), and it matters for safety as well, because inpatients with hearing loss and no hearing aids fall more often (Tiase et al., 2020). I am not measuring falls, but that link is part of why the unit council agreed to the project.

Two problems came up early. First, nurses were skipping the screening question on busy admission nights. When I compared the tally sheet with the census, about a third of older admissions in the first week had no screening recorded. I talked with the night charge nurse, and we moved the question from the end of the admission assessment to the section on communication and sensory status, where it fits naturally. Screening completion rose in week two. This matches what a scoping review of personal amplifiers found in clinical settings: staff use is often inconsistent because of awareness and workflow, not because the devices fail (Koerber et al., 2024).

Second, during a trial run before the baseline, one of our four amplifiers disappeared, probably discharged home with a patient. The devices now live in one marked container by the charge desk, signed out on a clipboard, and the staff champion counts them at the start of each day shift. A replacement was ordered from the unit's supply budget.

My faculty phone call is next week. I plan to ask about whether 18 positive screens over three weeks is enough for a meaningful comparison, since the implementation phase will be six weeks and should give us more patients. I am also preparing for the interprofessional part of the project, since speech-language pathology agreed to review the teaching guide.

Reply to a Classmate

Samantha, I am sorry your project is still waiting for approval from the quality committee. What moved mine forward was a two-line email from my manager stating that the work was improvement, not research, which our committee needed before it would add me to the agenda. Could your manager do the same? In the meantime, you might start collecting baseline data that your unit already tracks, such as your fall rate, so you are not losing weeks.

References

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

NUR 464 Module 2 instructions, in plain terms

The posted syllabus places this discussion in Module 2, Professional Development, together with signing up for a faculty phone call and preparing to discuss your capstone progress, which is graded as a practice project dialog worth 10 points. The board usually asks you to report where your nursing practice project stands, describe barriers and how you are addressing them, share data collected so far, and respond to classmates with suggestions. The syllabus describes NUR 464 boards as serving two purposes, discussing course content and collaborating on the capstone, so practical help for classmates counts. Check Canvas for required elements and reply rules.

How the NUR 464 Module 2 example is put together

The post gives a one-sentence reminder of the project, then reports baseline numbers with both the count and the percentage, so readers can judge them. Each of the two problems is told as observation, fix and result, and the first is tied to research on how often staff forget such devices. The writer names the question she will bring to her faculty call, which shows planning. The reply to a classmate offers specific, practical help with an approval delay and a way to keep the project moving. The post stays focused on the project rather than on general reflection. Numbers come with denominators, and every claim from the literature is cited where it appears.

NUR 464 Module 2 rubric: what earns full marks

Expect marks for clear progress reporting, honest accounts of setbacks and fixes, evidence where it fits, and real help to classmates, along with citation format and posting on time. Graders look for specific data and actions rather than general statements that the project is going well. Because the board supports collaboration, replies that give classmates practical ideas tend to earn full credit. Tying each barrier to what published studies predicted shows that the program's earlier learning is being put to use. Faculty also use this board to see whether a project is at risk, so clear reporting can bring help early. A reply that solves a classmate's problem shows the collaboration the course intends.

NUR 464 Module 2 help: mistakes that cost marks

Students sometimes post that everything is on track without any data, which gives classmates and faculty nothing to respond to. Share counts, even small ones. Another mistake is hiding problems; capstone boards are meant for problem solving, and faculty expect barriers. Keep patient information out of your numbers. Prepare a question for your faculty call and mention it. Make your reply useful rather than encouraging only. If you want help organizing your progress report, send the prompt and your tally to the desk. If your project has stalled, say so and explain the plan to restart it. Finally, bring the same numbers to your faculty call so the conversation can focus on decisions.

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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 464 Module 2 questions, answered

Where can I find a free NUR 464 Module 2 sample paper?

The complete practice project discussion is above: baseline numbers from a hearing amplifier capstone, two early barriers and how they were handled, plans for the faculty call, a reply and references.

What should I report in the NUR 464 practice experience discussion?

Report your project's status, any data collected, barriers and how you addressed them, and your next steps, then help classmates with theirs.

What is the faculty phone call in NUR 464?

The syllabus lists a faculty phone call and project update dialog in Modules 2 and 3, worth 10 points, to discuss your capstone progress.

Is it acceptable to report problems in my NUR 464 capstone?

Yes. Capstone boards are designed for collaboration, and describing barriers with your solutions shows the problem-solving faculty want to see.

How do I share capstone data in NUR 464 without privacy problems?

Report counts and percentages only, without names, dates of birth or record numbers.