Capstone Reflection Scoring Guide Rubric
| CRITERIA | NON-PERFORMANCE | BASIC | PROFICIENT | DISTINGUISHED |
| Reflect on use of evidence and the literature to plan and implement a capstone project, and compare project outcomes to initial predictions based on a review of the literature. | Does not reflect on use of evidence and the literature to plan and implement a capstone project nor compare project outcomes to initial predictions based on a review of the literature. | Reflects on use of evidence and the literature to plan and implement a capstone project, or compares project outcomes to initial predictions based on a review of the literature but not both. | Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. | Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. Explains how evidence-based practice principles informed this aspect of the capstone project. |
| Reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. | Does not reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. | Identifies, but does not reflect on success of, health care technology leveraged to improve outcomes or communication to relevant stakeholders in a capstone project. | Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. | Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Notes opportunities to improve health care technology use in personal practice. |
| Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. | Does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on any contributions of the project to policy development. | Identifies but does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on contributions of the project to policy development. | Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. | Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Notes specific observations related to the BSN-prepared nurse’s role in policy implementation and development. |
| Reflect on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. | Does not address personal and professional growth throughout the capstone project and the BSN program. | Describes but does not reflect on personal and professional growth throughout the capstone project and the BSN program or does not fully address the provision of ethical care and demonstration of professional standards. | Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. | Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Notes specific growth areas of personal or professional pride. |
| Communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. | Does not communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. | Communicates in a presentation that is unclear or inaudible, poorly organized, and/or contains errors in grammar, spelling, and/or use of APA style. | Communicates professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style. | Communicates professionally in an exceptionally clear, audible, and well-organized presentation, with flawless grammar, spelling, and use of APA style. |
Resources:
Inter-professionalism
- Consider exploring the interprofessional collaboration video scenarios in this resource:
- Interprofessional Professionalism Collaborative. (2018). IPA tool kit. Retrieved from http://www.interprofessionalprofessionalism.org/toolkit.html
Critical Reflection
- This article presents a framework for incorporating theory and evidence-based practice into reflection activities:
- Kuennen, J. K. (2015). Critical reflection: A transformative learning process integrating theory and evidence-based practice. Worldviews on Evidence-Based Nursing, 12(5), 306–308.
Program and Library Resources
· Writing Resources
Refer to the writing resources in the NHS Learner Support Lab, linked in the courseroom navigation menu, as you prepare your assessment.
APA Style and Format
The Writing Center’s APA Module can help you cite your references in correct APA style and format.