NURS 626 Week 5 Capstone Project Part 3: Outline Example

Reviewed by Rachel Stanton, MSN, RN · Liberty University · Updated

This NURS 626 Week 5 example is a complete Roman numeral outline for an MSN nursing administration capstone that moves two medical-surgical units from ratio-only nurse assignments to a validated patient acuity tool, from the problem and evidence through tool selection, implementation, evaluation, budget and a Christian worldview. Liberty University NURS 626 grades the capstone Outline at 75 points in Module/Week 5, the third of four capstone parts, as students read the middle chapters of The Leadership Challenge. The outline runs three to five pages, cites its sources in current APA and comes with a title page and a reference page. The sample builds each section on the studies annotated in Week 4, including a five-hospital validation of a classification tool and a 24-week acuity tool rollout with 88% weekly compliance.

CourseNURS 626 Nursing Administration IV: Nursing Administration Capstone (NURS626)
Module/Week5
AssignmentCapstone Project Part 3: Outline
Paper typeRoman numeral outline (3 to 5 pages) with title page and references
Lengthabout 939 words, 3 double-spaced pages plus title page and references. Course guide: a three-to-five page Roman numeral outline illustrating the components of the capstone project, with sources cited in current APA, submitted with a title page and reference page
FormatAPA 7 student paper
Points75
SchoolLiberty University Online
ProgramMSN
Where it sitsModule/Week 5 in Liberty's published NURS 626 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for NURS 626 Week 5

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Capstone Outline: From Ratios to Acuity, Implementing a Validated Patient Acuity Tool for Nurse Assignments on Two Medical-Surgical Units

 

[Student Name]

School of Nursing, Liberty University

NURS 626: Nursing Administration IV: Nursing Administration Capstone

Capstone Project Part 3: Outline

[Instructor Name]

[Date]

 

The hospital, units and figures are composites carried forward from the capstone topic; the studies cited are real.

Why this part earns its pointsThe first sections state the problem and purpose in the capstone's own numbers, which anchors every later section of the outline.
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Capstone Outline: From Ratios to Acuity, Implementing a Validated Patient Acuity Tool for Nurse Assignments on Two Medical-Surgical Units

Overview of the Project

This outline sets out the components of a capstone project that swaps assignments based only on patient counts for assignments guided by a tested acuity measure. It follows the order the Week 7 presentation will take, from the problem and the evidence to the intervention, implementation, evaluation, budget, ethics and Christian worldview. The project's central claim is simple: five patients is a count, not a workload, and fair assignments require measuring the second. Sources are the studies annotated in Part 2, cited where they support a point.

I. Problem Statement

A. Current practice on 4 North and 5 North

  • 1. Each unit has 30 beds, and charge nurses give every nurse five patients by bed location and continuity
  • 2. No structured measure of patient care needs is used for assignments or for shift-to-shift staffing requests

B. Evidence of the problem on the units

  • 1. In a three-month staff survey, 71% of nurses rated assignments as unfair at least once a week
  • 2. Falls with injury on the two units ran above the hospital's medical-surgical benchmark in four of the last six quarters
  • 3. Exit interviews from eleven departures last year cited heavy, uneven assignments in seven cases

C. Why ratios alone fall short

  • 1. How hard nurses work, more than any fixed ratio, may be what predicts patient outcomes (Greaves et al., 2026)
  • 2. On medical-surgical units, nurses' perceived staffing adequacy tracked fall rates when hours per patient day did not (Lake et al., 2026)

II. Purpose and Project Question

A. Purpose

  • 1. Implement a validated patient acuity tool for nurse assignments and staffing requests on 4 North and 5 North

B. Project question

  • 1. Among nurses on two medical-surgical units, does using a validated acuity tool for assignments, compared with ratio-only assignments, improve perceived equity of assignments and staffing adequacy over six months?

C. Objectives

  • 1. Select and locally validate one acuity tool by month 2
  • 2. Reach 85% weekly use of the tool for assignments by month 4
  • 3. Improve perceived assignment equity by 20% from baseline by month 6

III. Review of the Evidence

A. Acuity, staffing and outcomes

  • 1. Staffing measured against acuity-based required hours was protective against nursing-sensitive adverse events in 6,873 cardiac inpatients (Asensio-Flores et al., 2026)
  • 2. A Turkish time-motion study found care intensity drove one ward's workload and patient volume the other's (Biyik et al., 2026)

B. Validity of acuity tools

  • 1. Each one-point rise in a classification score was associated with 7.45 more minutes of measured care after accounting for ward clustering in 472 patients (Zaboli et al., 2026)
  • 2. A gastroenterology tool built on Orem and Henderson was checked against timed care in 357 patients (Ren et al., 2026)

C. Implementation and staff outcomes

  • 1. A locally adapted tool reached 88% median weekly compliance over 24 weeks and improved perceived workload and equity (Lim et al., 2026)

D. Cost

  • 1. Daily nursing cost averaged $586.23 per patient and rose with acuity and patient load (Lee et al., 2026)
Why this part earns its pointsGrouping the evidence by theme, each line with its citation, shows the presentation's evidence section in miniature.
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IV. Intervention: Selecting the Tool

A. Selection criteria

  • 1. Published validation against measured nursing time
  • 2. Five to eight criteria that a charge nurse can score in under two minutes per patient
  • 3. Ability to export scores to the staffing office

B. Local validation

  • 1. Two-day time study on each unit, following the method of Zaboli et al. (2026)
  • 2. Adjust weighting only with the vendor or authors' guidance

C. Charge nurse involvement

  • 1. Six charge nurses from both shifts serve on the selection team
  • 2. Charge nurses keep authority to override a tool-based assignment with a documented reason

V. Implementation Plan

A. Preparation, months 1 and 2

  • 1. Education for all 64 nurses through two 30-minute sessions and a pocket guide
  • 2. Inter-rater check: two charge nurses score the same ten patients each week until agreement reaches 90%
  • 3. Baseline survey of perceived workload, equity and staffing adequacy
  • 4. Super-user charge nurses named on each shift to answer questions during the first month

B. Plan-Do-Study-Act cycles, months 3 to 6

  • 1. Cycle 1: day shift on 4 North only
  • 2. Cycle 2: both shifts on 4 North
  • 3. Cycle 3: both units, with scores sent to the staffing office every shift

C. Leadership practices during rollout

  • 1. Model the way: managers score patients themselves on the first shifts
  • 2. Encourage the heart: recognize the units' compliance milestones publicly (Kouzes & Posner, 2017)

VI. Evaluation

A. Process measure

  • 1. Weekly percentage of assignments made with the tool

B. Staff outcomes

  • 1. Perceived workload, assignment equity and staffing adequacy at baseline, 3 months and 6 months

C. Patient outcomes

  • 1. Injurious falls and unit-acquired pressure injuries, each expressed as a rate per thousand days of patient care, set against the six months before the change
  • 2. Missed care items reported at the end of shift, sampled one week each month

D. Financial measure

  • 1. Agency and overtime hours per patient day, and variance between required and staffed hours

VII. Budget and Sustainability

A. Costs

  • 1. Tool license and electronic record build, estimated at $28,000 in year one
  • 2. Education time, about 130 paid hours
  • 3. Charge nurse time for the time study and inter-rater checks, about 60 paid hours

B. Expected return

  • 1. Each 0.1 reduction in agency hours per patient day across both units would offset the license cost within the first year
  • 2. Retaining two nurses who would otherwise leave avoids replacement costs well above the project budget

C. Sustainability

  • 1. Monthly compliance reports to the director and quarterly review by the unit councils
  • 2. Acuity data incorporated into the next variable staffing budget (Roussel et al., 2020)

VIII. Ethical Considerations

A. Use of workload data

  • 1. Acuity scores describe patients, not nurses, and will not be used to rate individual performance
  • 2. Future use of electronic record audit logs to measure workload would require staff consultation first (Tiase et al., 2026)

B. Professional judgment

  • 1. The tool informs assignments; the charge nurse remains accountable for them

IX. Christian Worldview

A. Fairness in bearing burdens

  • 1. Paul asked the Corinthian church to give out of its plenty to believers in want, calling it fairness (English Standard Version Bible, 2001/2016, 2 Corinthians 8:13-14)
  • 2. Assignments that load one nurse with the heaviest patients fail that standard even when the ratio is equal

B. Stewardship of nurses and patients

  • 1. Matching staff to need protects nurses from exhaustion and patients from missed care
  • 2. The administrator's role is to make the burden visible so it can be shared
Why this part earns its pointsPlanning the Christian worldview as its own numbered section ensures the final presentation can address it fully, as the guide requires.
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References

Asensio-Flores, S., Adamuz, J., Soldevila-Cases, R., Castellà-Creus, M., Zuriguel-Perez, E., Polushkina-Merchanskaya, O., Delgado-Hito, P., & Juvé-Udina, M. E. (2026). Associations of safe nurse staffing coverage and care complexity factors with nursing-sensitive adverse events in cardiac inpatients: A cross-sectional multicenter study. Frontiers in Cardiovascular Medicine, 13, Article 1810207. https://doi.org/10.3389/fcvm.2026.1810207

Biyik, M., Durmuş, E., Ersoy, P., & Aslan, M. (2026). Nursing workload and optimal staffing in medical and surgical wards: A time-motion study using a patient classification system. Journal of Nursing Management, 2026(1), Article e3918250. https://doi.org/10.1155/jonm/3918250

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

Greaves, P. J., Erfani, G., Simpson, D., Hill, B., Conner, T., Nemeckova, M., McCerery, A., Rolf, F., Monk, D., & Steven, A. (2026). Nursing in adult critical care services: Safe staffing evidence: A rapid review. Intensive and Critical Care Nursing, 98, Article 104585. https://doi.org/10.1016/j.iccn.2026.104585

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). Wiley.

Lake, E. T., Pascale, A., Warshawsky, N. E., Henderson, J. G., Smith, J. G., Staiger, D., Perez, Y., Venkataswamy, E., & Rogowski, J. A. (2026). Association of objective and subjective nurse staffing metrics with patient fall rate by unit type. Nursing Outlook, 74(3), Article 102750. https://doi.org/10.1016/j.outlook.2026.102750

Lee, S. Y., Park, C. G., Boyd, A. D., Quinn, L. T., Stogis, S. L., Davila, A., & Collins, E. G. (2026). Patient-level nursing cost analysis and cost drivers in acute care: A retrospective longitudinal study. Nursing Outlook, 74(2), Article 102684. https://doi.org/10.1016/j.outlook.2026.102684

Lim, Y. Y., Docherty, S. L., Huey Cheng, J. J. S., & Turner, B. (2026). Implementation and evaluation of a patient acuity tool in pediatric oncology. Journal of Pediatric Hematology/Oncology Nursing, 43(3), 178-188. https://doi.org/10.1177/27527530251408820

Ren, H. F., Wei, M. F., Shen, M., Lv, L., Hu, Y., Li, Y. P., Liu, C. Q., & Jiang, Y. (2026). Development of a machine learning-based patient classification system for a gastroenterology ward. Journal of Nursing Management, 2026(1), Article e2039402. https://doi.org/10.1155/jonm/2039402

Roussel, L. A., Thomas, P. L., & Harris, J. L. (2020). Management and leadership for nurse administrators (8th ed.). Jones & Bartlett Learning.

Tiase, V. L., Sward, K. A., Li, J., & Facelli, J. C. (2026). Quantitative insights from nursing workload measurement: An artificial intelligence-driven approach. Military Medicine, 191(Supplement 1), 543-548. https://doi.org/10.1093/milmed/usag168

Zaboli, A., Solazzo, P., Rigger, M., Vidi, M., Ruzzante, D., Macciocu, C., Piva, M., Innerhofer, H., Ziller, M., Lioni, R., Turcato, G., & Siller, M. (2026). Association between the PERROCA patient classification system and nursing workload: A multicentre cross-sectional study. Applied Nursing Research, 90, Article 152114. https://doi.org/10.1016/j.apnr.2026.152114

What the NURS 626 Week 5 instructions ask

Part 3 of the NURS 626 capstone asks for an outline rather than a paper. The student submits a three-to-five page outline in Roman numeral form that illustrates the various components of the project, citing references in current APA where they support a point, and adds a title page and a reference page. Because Part 4 is a presentation that must address what the project found, how published evidence was put to use and what it means for practice, all within a Christian worldview, the outline works as the skeleton for that presentation. A good outline therefore covers every part the presentation will need, in the order the presentation will follow, with enough detail under each heading to show what will be said.

How this NURS 626 Week 5 example is built

The outline follows the logic of a practice change project in nine numbered sections. It opens with the problem on the two units, states the purpose and the question, and summarizes the evidence by theme with citations to the annotated sources. The middle sections set out how a tool will be chosen, how charge nurses will be involved, how the change will roll out in Plan-Do-Study-Act cycles, and how outcomes for staff, patients and finances will be measured. Budget, sustainability and ethical cautions follow, then a section on the Christian worldview that frames fair assignments as justice. Each level of the outline uses Roman numerals, capital letters and numbers so the hierarchy is visible at a glance.

NURS 626 Week 5 grading rubric: where the points go

The capstone outline is generally graded on whether it illustrates all the components of the project in a logical order, whether the Roman numeral format is used consistently, whether the evidence is cited correctly and supports each point, whether the outline anticipates the requirements of the final presentation, and APA on the title and reference pages. Depth under each heading matters: an outline with one line per section does not show the project. Graders look for clear objectives and measurable evaluation, and for the Christian worldview to appear as a planned component, since the presentation must incorporate it. Consistency with the topic selection and the annotated bibliography is also noticed.

NURS 626 Week 5 help: mistakes that cost points

Outlines lose points when they are too thin, listing headings such as Introduction and Conclusion with nothing beneath them, or when they switch between Roman numerals, bullets and paragraphs. Others leave out evaluation or budget, or forget the Christian worldview until the presentation. Citations sometimes appear in the outline without a reference page, or the reference page lists sources the outline never uses. Build the outline from the presentation requirements backward, give each section three to five sub-points with specific content, cite the annotated sources where they support a point, and include a section for the worldview so it is planned rather than added.

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NURS 626 Week 5 questions, answered

What is the NURS 626 Capstone Project Part 3?

The capstone outline, due in Module/Week 5 for 75 points: a three-to-five page Roman numeral outline of the project's components with APA citations, a title page and a reference page.

Where can I find a free NURS 626 Week 5 sample paper?

You can read a full NURS 626 Week 5 capstone outline here at no cost, covering a patient acuity tool for nurse assignments with its citations and margin notes.

What should a nursing capstone outline include?

The problem, purpose, evidence, intervention, implementation plan, evaluation measures, budget, sustainability, ethical considerations and, at Liberty, the Christian worldview, each with specific sub-points.

How do you format a Roman numeral outline in APA?

Main sections take Roman numerals, subsections capital letters, and further points Arabic numerals, with consistent indentation and citations in APA style where sources support a point.

Why use a patient acuity tool for nurse assignments?

Ratios count patients but not their needs; acuity tools estimate the nursing care each patient requires, so assignments and staffing can be balanced by workload.

Use it as a model, or ask for your own

This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.