Tag Archives: process

COULD YOU EXPLAIN THE PROCESS OF DEVELOPING AN EVIDENCE BASED PRACTICE PROJECT IN MORE DETAIL

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The first step in developing an evidence-based practice project is to identify a clinical problem or question. This could be something you’ve noticed as an issue in your daily practice, an area your organization wants to improve, or a topic suggested by best practice guidelines. It’s important to clearly define the problem and make sure it is actually a problem that needs to be addressed rather than just an area of curiosity.

Once you have identified the clinical problem or question, the next step is to conduct a thorough literature review and search for the best available evidence. You will want to search multiple databases like PubMed, CINAHL, and the Cochrane Library. Be sure to use clinical keywords and controlled vocabulary from topics like MeSH when searching. Your initial search should be broad to get an overview followed by more focused searches to drill down on the most relevant literature. Your goal is to find the highest levels of evidence like systematic reviews and randomized controlled trials on your topic.

As you find relevant research, you will want to critically appraise the quality and validity of each study. Things to consider include sample size, potential for bias, appropriate statistical analysis, generalizability of findings, consistency with other literature on the topic, and other factors. Only high quality studies directly related to answering your question should be included. It is also important to analyze any inconsistencies between studies. You may find the need to reach out to subject matter experts during this process if you have questions.

With the highest quality evidence compiled, the next step is to synthesize the key findings. Look for common themes, consistent recommendations, major knowledge gaps, and other takeaways. This synthesis will help you determine the best evidence-based recommendations and strategies to address the identified clinical problem. Be sure to document your entire literature review and appraisal process including all sources used whether ultimately included or not.

Now you can begin developing your proposed evidence-based practice change based on your synthesis. Clearly state the recommendation, how it is supported by research evidence, and how it is expected to resolve or improve the identified clinical problem. You should also consider any potential barriers to implementation like resources, workflow changes, stakeholder buy-in etc. and have strategies to address them. Developing a timeline, assigning roles and tracking methods are also important.

The next step is obtaining necessary approvals from your organization. This likely involves getting support from stakeholders, administrators, and committees. You will need to present your evidence, project plan, and anticipated outcomes convincingly to gain approval and support needed for implementation. Ensuring proper permission for any data collection is also important.

With all approvals and preparations complete, you can then pilot and implement your evidence-based practice change. Monitoring key indicators, collecting outcome data, and evaluating for unintended consequences during implementation are crucial. Make adjustments as needed based on what is learned.

You will analyze the results and outcomes of your project. Formally assessing if the clinical problem was resolved as anticipated and the project goals were achieved is important. Disseminating the results through presentations or publications allows sharing the new knowledge with others. Sustaining the evidence-based changes long term through policies, staff education, and continuous evaluation is the final step to help ensure the best outcomes continue. This rigorous, multi-step approach when followed helps integrate the best research evidence into improved patient care and outcomes.

Developing an evidence-based practice project involves identifying a problem, searching rigorously for the best evidence, critically appraising research, synthesizing key findings, developing a detailed proposal supported by evidence, obtaining necessary approvals, piloting changes, monitoring outcomes, evaluating results, and sharing lessons learned. Following this scientific process helps address issues through strategies most likely to benefit patients based on research. It is crucial for delivering high quality, current healthcare.

CAN YOU PROVIDE MORE INFORMATION ABOUT THE MENTORSHIP AND PEER FEEDBACK DURING THE CAPSTONE PROCESS

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The capstone project is intended to be a culmination of the skills and knowledge gained throughout the Nanodegree program. It provides students an opportunity to demonstrate their proficiency and ability to independently develop and complete a project from concept to deployment using the tools and techniques learned.

To help guide students through this ambitious independent project, Udacity provides both mentorship support and a structured peer feedback system. Mentors are industry professionals who review student work and provide guidance to help ensure projects meet specifications and stay on track. Students also rely on feedback from their peers to improve their work before final submission.

Each student is assigned a dedicated capstone mentor from Udacity’s pool of experienced mentors at the start of the capstone. Mentors have deep expertise in the relevant technical field and have additionally received training from Udacity on providing constructive guidance and feedback. The role of the mentor is to review interim project work and hold check-in meetings to discuss challenges, evaluate progress, and offer targeted advice for improvement.

Mentors provide guidance on the design, implementation, and deployment of the project from the initial proposal, through standups and work-in-progress reviews. Students submit portions of their work—such as architecture diagrams, code samples, and prototypes—on a regular basis for mentor review. The mentor evaluates the work based on the program rubrics and provides written and verbal commentary. They look for demonstration of key skills and knowledge, adherence to best practices, and trajectory toward successful completion. Their goal is to steer students toward high-quality results through constructive criticism and suggestions.

For complex projects spanning several months, mentors typically scheduleindividual video conferences with each student every 1-2 weeks. These meetings allow for a more comprehensive check-in than written feedback alone. Students can then demonstrate live prototypes, discuss technical difficulties, and receive live coaching from their mentors. Meeting frequency may increase as project deadlines approach to ensure students stay on track. Mentors are also available via email or chat outside of formal meetings to answer any questions that come up.

In addition to mentor support, students provide peer feedback to their fellow classmates throughout the capstone. After each work-in-progress submission, students anonymously review two of their peers’ projects. They evaluate based on the same rubrics as the mentors and leave thoughtful written comments on project strengths and potential areas for improvement. Students integrate this outside perspective into further iterations of their work.

Peer feedback ensures diverse opinions beyond just the assigned mentor. It also allows students to practice evaluating projects themselves and learn from reviewing others’ work. Students have found peer feedback to be extremely valuable—seeing projects from an outside student perspective often surfaces new ideas. The feedback is also meant to be shaped as constructive suggestions rather than personal criticism.

Prior to final submission, students go through an internal “peer review” where they swap projects and conduct a deep code review with another classmate. This acts as a final checkpoint before projects are polished and submitted to the mentors for evaluation. Students find bugs, pinpoint potential improvements, and get another set of eyes to ensure their work is production-ready before the evaluation process begins.

The structured mentoring and peer review procedures employed during Nanodegree capstones are essential for guiding students through substantial self-directed projects. They allow for regular project monitoring, issues to surface early, and work to iteratively improve according to feedback. With support from both mentors and peers, students can confidently develop advanced skills and demonstrate their learning through a polished final portfolio project. The combination of human expertise and community input helps maximize the outcome of each student’s capstone experience.

COULD YOU EXPLAIN THE ROLE OF THE CAPSTONE COORDINATOR AND COMMITTEE IN THE CAPSTONE PROJECT PROCESS

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The capstone project is typically the culminating experience for undergraduate students nearing the completion of their degree. It allows students to integrate and apply the knowledge and skills they have gained throughout their course of study. Due to the comprehensive nature and importance of the capstone project, most academic programs appoint a capstone coordinator and committee to oversee the capstone process.

The capstone coordinator is a faculty or staff member who is responsible for managing all aspects of the capstone experience for students. The main roles and responsibilities of the capstone coordinator include:

Developing and revising the capstone program requirements, learning outcomes, and assessment criteria to ensure academic rigor and alignment with the program’s goals. This includes determining the structure of capstone courses, timelines, deliverables, and standards for successful completion.

Advising students on capstone topic selection and proposal development. This involves guiding students through the process of identifying a research question or project idea that is feasible for their level of experience and can be completed within the timeframe. The coordinator ensures topics are appropriate and meet the program’s expectations.

Assembling a capstone committee for each student consisting of 2-3 faculty members, typically from the student’s major/program. The committee provides guidance, feedback, and evaluation of the student’s capstone work.

Assisting with capstone committee scheduling to ensure meetings are arranged and faculty members’ time commitments are manageable. This can include reserving rooms for oral presentations and defenses.

Monitoring student progress throughout the capstone experience to help keep them on track. This may involve checking in periodically and reviewing drafts/deliverables to provide feedback and address any issues.

Facilitating the final oral presentation or defense meeting where students demonstrate and discuss their capstone work with their committee. The coordinator is responsible for setting expectations and protocols for this culminating experience.

Coordinating capstone evaluations to integrate feedback from committee members and determine if students have successfully met program standards. This includes submitting final grades or completion status.

Assessing the overall capstone program through student and committee feedback. This allows the coordinator to identify strengths and opportunities for improvement in areas like learning outcomes, resources, and research/project options. Revisions may be proposed.

Managing administrative tasks such as capstone enrollment, maintaining student records and documentation, tracking deadlines, ordering supplies/services, and addressing logistic issues that arise.

Promoting and showcasing student capstone work through exhibits, publications, or other dissemination avenues based on university/program guidelines.

The capstone committee consists of typically 2-3 faculty members who provide subject matter expertise, guidance, and evaluation of each student’s individual capstone experience. For each student, the committee:

Assists in developing and approving the capstone topic/proposal to ensure feasibility and rigor. Feedback allows the student to refine their area of research or project focus.

Monitors progress through meetings where students share updates and committee members offer suggestions or questions to advance the work. This necessitates adequate time be allotted for student check-ins.

Evaluates initial capstone drafts/deliverables and provides constructive criticism to strengthen critical thinking, organization, writing skills, and overall quality before the final product.

Judges the final capstone presentation, demonstration, or defense. Committee members assess if learning objectives and program standards have been met through the completed work and student’s ability to discuss it.

Provides a capstone evaluation determining if the work merits completion of the degree based on preset rubrics. Committee feedback is compiled by the coordinator in awarding a final grade.

Advocates for university support and resources that aid students in conducting rigorous capstone research or projects representing their field of study.

Through their combined efforts, the capstone coordinator and committee ensure a high-quality experience where students can effectively apply their accumulated knowledge to a substantial undertaking before earning their degree. Proper administration and guidance is pivotal in supporting student success in this important culminating demonstration of learning.

COULD YOU EXPLAIN MORE ABOUT THE PROCESS OF CONTRIBUTING TO AN EXISTING OPEN SOURCE PROJECT FOR A CAPSTONE

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The first step is to find an existing open source project that interests you and that you think you could potentially contribute value to. Some good places to search for open source projects include GitHub, SourceForge, GitLab, and similar platforms where many open source developers host and manage their code. You’ll want to browse through projects in areas that align with your skills and interests. Consider factors like the project’s activity level, number of open issues, how beginner-friendly it seems, and whether the codebase looks accessible enough for you to potentially make meaningful contributions as a new contributor.

Once you’ve identified a few potential projects, review their documentation to understand what types of contributions they are looking for and any guidelines they have for new contributors. Pay close attention to contribution guidelines and style guides, as following these properly will be important for having your code merged. You may also want to look at the project’s issue tracker to get a sense of common issues and potential ones you could help resolve. At this point, it’s a good idea to join the project’s communication channels like Slack or Discord if they have them to start to engage with core developers.

With a potential project in mind, the next step is to pick an issue or feature that interests you and seems achievable within the scope of a capstone. Review the issue description and any conversations thoroughly to fully understand what is being requested. You may need to ask clarifying questions in the issue. For enhancements or new features without an existing issue, you’ll need to provide a clear proposal in a new issue before beginning code work. Get explicit agreement that your proposed contribution would be a good fit for the project.

With an agreed upon task, you are ready to start coding! Be sure to fork the project’s repository to your own GitHub or other hosting account before making any code changes. As you work, document your process through comments in the code and updates in the applicable issue. Write thorough tests to validate your code works as intended. Check any style guides and follow the project’s code formatting and quality standards. Commit changes to your fork frequently with detailed, self-explanatory commit messages.

Once you have completed your task and tested your changes, you are ready to submit a pull request for review. A high-quality pull request is important, so take time to write a description clearly explaining your changes and how to test them. Request reviews from one or more core committers listed on the project. Be sure to address all feedback in the pull request conversations, even making additional commits if needed. Having an effective review process is important to learn from before the code is merged.

With all feedback addressed, the pull request is ready for final merging once all reviewers have approved. Celebrate your first open source contribution! Consider additional issues you could take on, or ways to otherwise continue engaging with and supporting the community. You’ll want to document your experience contributing to the open source project as part of your capstone paper or report. Highlight what you learned, challenges you overcame, and how contributing aligns with your academic and career interests and goals going forward.

Maintaining a good relationship with the open source project you contributed to can be valuable for references or future collaboration opportunities. Continue engaging on communication channels, consider taking on more significant issues, or potentially helping with overall project management tasks if your contributions are appreciated. Promoting your work on social media is also an excellent way to demonstrate your skills and experience to potential employers.

Contributing to an open source project can be a highly rewarding learning experience when done right. Taking the time to thoughtfully select a project, clearly define the scope of your work, communicate effectively, and thoroughly test your code will serve you well throughout your software development career. It’s a process that takes patience but pays off in learning valuable new skills that can also be highlighted on your resume or capstone. With practice, contributing to open source can become very natural ways to both learn and give back to the community.

CAN YOU EXPLAIN THE PROCESS OF CHOOSING A CAPSTONE PROJECT TOPIC IN MORE DETAIL

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The capstone project is intended to be the culmination of a student’s learning during their time in a degree program. It represents an opportunity for students to dive deeply into an area of interest and really demonstrate their knowledge and skills. As a result, selecting the right capstone topic is a critical first step that requires careful consideration.

There are a few main factors students should take into account when choosing their capstone topic. First, they need to consider their own interests and passions. The capstone will involve a substantial time commitment over several months, so students are more likely to stay motivated if they choose a topic they genuinely find intriguing. They should brainstorm areas within their field of study that inspire their curiosity. Doing related background reading can help narrow down compelling possibilities.

Students also must think about their skills and experiences. The capstone should push them but also be realistically within their capabilities given their education and training to date. It’s a good idea to reflect on previous courses, projects, internships, or work that helped develop certain competencies. Leveraging existing strengths will help execution go smoothly. Students may want to stretch slightly beyond past work to continue growing as learners.

Potential impact and audience are factors to weigh. Students may be more engaged if their topic could inform important discussions or potentially help address real problems. Considering who the intended readers might be, such as future employers, community partners, or academic peers, can motivate the work. The scope should match what can reasonably be accomplished independently within the allotted timeframe.

It’s also important to research what topics faculty and the institution support for capstones. Different programs may encourage certain types of projects over others based on available resources, research areas of faculty expertise, or the program’s mission and goals. Having initial discussions with an advisor can provide guidance on feasible and favored possibilities within a student’s specific department or major.

Once some general ideas are generated, it’s time to start researching more deeply to evaluate viability. Students should search subject databases and explore literature on potential topic areas. This will help flesh out concepts and determine if useful information exists. They can also search scholarly article databases to identify recent studies in a field and see how other researchers have approached similar topics. Learning what questions still need answering and how their work could fit into ongoing conversations is crucial.

During the research process, unforeseen limitations may emerge that require modifying initial ideas. For example, lack of available data sources, inability to access certain populations or locations for primary research, or overly broad scopes may come to light. Remaining open-minded and being willing to adapt ideas early on is important. After evaluating feasibility through preliminary exploration, students should be able to clearly articulate potential directions for further research as candidacy milestones are reached with advisors.

Once students have brainstormed multiple topic ideas that interest them, leverage their skills and experience, seem feasible within program and time constraints, and make contributions to important issues or bodies of knowledge, it’s time to outline pros and cons to narrow options. Comparing ideas against selection factors will help determine the most optimal project to propose. They may wish to discuss top choices with their advisor to get expert input on viability prior to final decision-making. With careful topic selection grounded in realistic assessment and alignment with program and career goals, students set themselves up for capstone success.

The capstone topic selection process involves evaluating individual interests and strengths, feasibility within program structures, benefits and implications, and fit within scholarly conversations. Preliminary research helps determine viability while keeping options open to modification as understanding develops. Choosing a topic that motivates students while leveraging existing abilities prepares them to make meaningful contributions through their final academic project. Careful consideration upfront leads to engaged work that leave students well-prepared to showcase all they have learned.