| Course | NURS 626 Nursing Administration IV: Nursing Administration Capstone (NURS626) |
|---|---|
| Module/Week | 7 |
| Assignment | Capstone Project Part 4: Visual Presentation |
| Paper type | Narrated capstone presentation (10 to 15 minutes, 1,000+ written words) with title page, abstract and references |
| Length | about 1,308 words, 5 double-spaced pages plus title page and references. Course guide: a narrated presentation of ten to fifteen minutes with at least 1,000 written words including notes, addressing the project's findings, the application of evidence-based guidelines or research and the application to practice, with a Christian worldview, plus a title page, abstract and references |
| Format | APA 7 student paper |
| Points | 175 |
| School | Liberty University Online |
| Program | MSN |
| Where it sits | Module/Week 7 in Liberty's published NURS 626 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for NURS 626 Week 7
Five Patients Is a Count, Not a Workload: A Capstone Presentation on Acuity-Based Nurse Assignments for Medical-Surgical Units
[Student Name]
School of Nursing, Liberty University
NURS 626: Nursing Administration IV: Nursing Administration Capstone
Capstone Project Part 4: Narrated Presentation
[Instructor Name]
[Date]
The hospital, its units and figures are composites carried through the capstone; the studies and Scripture cited are real.
Five Patients Is a Count, Not a Workload: A Capstone Presentation on Acuity-Based Nurse Assignments for Medical-Surgical Units
Abstract
At a composite community hospital of 220 beds, charge nurses on two thirty-bed medical-surgical floors give each nurse five patients without any structured measure of care needs, and most nurses describe the resulting assignments as unfair at least weekly. This capstone reviewed nine recent studies and proposes a six-month implementation of a validated patient acuity tool for assignments and staffing requests. The evidence indicates that workload intensity predicts outcomes better than ratios alone, that classification scores track measured nursing time, that staffing matched to acuity-based required hours is associated with fewer adverse events, and that an adapted tool can reach high compliance and improve nurses' perceived equity. The plan includes local validation, charge nurse ownership, three Plan-Do-Study-Act cycles, measures of equity, adequacy, falls, pressure injuries and agency hours, and a first-year cost near $28,000. A Christian worldview frames fair assignments as the sharing of burdens.
Slide 1: Five Patients Is a Count, Not a Workload
- Acuity-based assignments for 4 North and 5 North
- MSN Nursing Administration capstone
- Findings, research application, practice application
Speaker notes: Good evening. My capstone began with a sentence I heard from a night nurse on 4 North: "Everyone has five, but my five are not your five." That sentence is the whole problem in eleven words, and this presentation is about how to measure the difference and act on it. I will cover what the evidence found, how the research shaped the plan, and how the plan will work on the units.
Slide 2: The Problem on Our Units
- Assignments by bed number and continuity
- 71% of nurses: unfair assignments weekly
- Falls with injury above benchmark in four of six quarters
Speaker notes: On both units, the charge nurse divides thirty patients among six nurses by geography and continuity. No one measures how much care each patient needs. In our staff survey, nearly three-quarters of nurses said they had an unfair assignment at least once a week, and seven of last year's eleven exit interviews mentioned heavy or uneven workloads.
Slide 3: Finding 1, Ratios Miss the Workload
- Workload intensity may outpredict static ratios
- Perceived adequacy tracked falls on medical-surgical units
- The count is not the burden
Speaker notes: The first finding is that ratios do not capture what drives outcomes. A rapid review of 86 critical care staffing studies judged the intensity of nurses' work a likelier predictor of outcomes than any fixed ratio (Greaves et al., 2026). In a national study of 1,269 units in 217 US hospitals, nurses' perception of staffing adequacy was associated with fall rates on acute care units, while hours per patient day were not (Lake et al., 2026). Nurses sense a workload that our numbers do not record. On our units, a nurse with a fresh hip replacement, a patient withdrawing from alcohol and three discharges counts the same as a nurse with five stable patients, and our staffing reports treat those two assignments as identical.
Slide 4: Finding 2, Acuity Can Be Measured
- Classification scores track measured care time
- Tools can be theory-based and validated
- Local validation is possible
Speaker notes: The second finding is that we can measure what nurses sense. Across five hospitals, each point on a widely used classification tool corresponded to several additional minutes of measured nursing care, even after accounting for differences between wards (Zaboli et al., 2026). Another team built a tool from Orem's and Henderson's theories and validated it against care time in a prospective sample (Ren et al., 2026). Measurement is no longer the obstacle. What remains is choosing a tool that fits our patients and building the habit of using it at every shift change.
Slide 5: Finding 3, Matching Staff to Acuity Protects Patients
- Required hours calculated from acuity
- Safe coverage linked to fewer adverse events
- Nursing cost rises with acuity
Speaker notes: When hospitals in Catalonia compared staffed hours with the hours acuity required, staffing that met at least 90% of the requirement was protective against nursing-sensitive adverse events among nearly seven thousand cardiac patients, though average coverage was well below that level (Asensio-Flores et al., 2026). A separate cost analysis found that acuity and patient load drive daily nursing cost (Lee et al., 2026), so acuity data also show finance where nursing dollars go.
Slide 6: Applying the Research, Choosing the Tool
- Published validation against care time
- Scored in under two minutes per patient
- Two-day local time study before use
Speaker notes: Moving to application, the research set our selection rules. We will choose only a tool with published validation against measured care time, and only one that a charge nurse can score quickly. Before using it for assignments, we will time care for a sample of patients on each unit for two days, following the method of the multicenter validation study, to confirm that scores track our own patients' needs.
Slide 7: Applying the Research, a Model Rollout
- Adapted tool, PDSA cycles, weekly compliance
- 88% median weekly use over 24 weeks
- Better perceived workload and equity
Speaker notes: Our implementation copies a published rollout. A pediatric oncology unit adapted a validated acuity tool, introduced it through Plan-Do-Study-Act cycles and tracked weekly compliance, reaching a median of 88% over 24 weeks, after which nurses rated their workload, the fairness of their assignments and their work environment significantly better (Lim et al., 2026). The setting differs from ours, but the method transfers.
Slide 8: Practice, the Six-Month Plan
- Months 1 to 2: select, validate, educate
- Months 3 to 6: three PDSA cycles
- Charge nurses keep override authority
Speaker notes: In practice, the first two months are spent choosing and validating the tool and educating all 64 nurses. Six charge nurses from both shifts sit on the selection team. Then three cycles: day shift on 4 North, both shifts on 4 North, then both units with scores sent to staffing every shift. Charge nurses may override a tool-based assignment with a reason, because the tool informs judgment rather than replacing it.
Slide 9: Practice, How We Will Measure
- Weekly tool use, target 85%
- Equity and adequacy at 0, 3 and 6 months
- Falls, pressure injuries, agency hours
Speaker notes: Our process measure is the share of assignments made with the tool each week. Staff outcomes are perceived workload, assignment equity and staffing adequacy, surveyed three times. Patient outcomes are injurious falls and unit-acquired pressure injuries per thousand patient days. Financially, we will track agency and overtime hours and the gap between required and staffed hours.
Slide 10: Practice, Cost and Return
- About $28,000 in year one
- Roughly 190 paid hours of staff time
- Two retained nurses repay it many times over
Speaker notes: The license and electronic record build come to about $28,000, and education, the time study and inter-rater checks take about 190 paid hours. If fairer assignments keep even two nurses from leaving, the avoided replacement costs exceed the project budget several times. Acuity data will also strengthen next year's variable staffing budget, because for the first time the units will be able to show the finance office how much care their patients actually required on each shift, rather than how many beds were filled.
Slide 11: A Christian Worldview of Shared Burdens
- Burdens shared as a matter of fairness
- Bear one another's burdens
- Making the weight visible
Speaker notes: For me this project is a question of justice. When Paul asked one church to help another in need, he explained that the goal was equality, with today's plenty covering someone else's shortage (English Standard Version Bible, 2001/2016, 2 Corinthians 8:13-14), and he told the Galatians that carrying each other's loads fulfills the law of Christ (English Standard Version Bible, 2001/2016, Galatians 6:2). Burdens cannot be shared fairly if they cannot be seen. An acuity tool makes the weight of each assignment visible, so a charge nurse can share it.
Slide 12: What I Am Asking
- Approve the six-month pilot
- Release six charge nurses for the selection team
- Review results at month six
Speaker notes: I am asking unit leadership to approve the pilot, to release six charge nurses for the selection team and time study, and to review the results with me at month six. Our textbook reminds nurse administrators that staffing decisions must be justified with data (Roussel et al., 2020). This project gives our units that data, and gives our nurses assignments they can trust. I would welcome your questions now. Thank you.
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
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
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.
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 7 instructions ask
The capstone ends with a presentation in the visual medium the student named and the instructor approved in the topic selection. Whatever the medium, the presentation must address three things: the findings of the capstone project, the application of evidence-based guidelines or research literature, and the presentation's application to practice, and it must incorporate a Christian worldview. A video runs fifteen to twenty minutes and is posted unlisted to YouTube; a narrated presentation runs ten to fifteen minutes and includes at least 1,000 written words with any notes; a visual presentation comes with a 2,000 to 2,500 word essay describing the research and the student's design decisions. The title page, abstract and reference page accompany every format in current APA.
How this NURS 626 Week 7 example is built
The presentation is organized around the three things the guide requires, signposted on the second slide so the listener can follow. Slides keep to a headline and three short lines, while the narration carries the reasoning and the citations. The findings section presents what the evidence review established about acuity, workload and outcomes. The research application section explains how the chosen tool was validated and how a published rollout shaped the implementation plan. The practice section walks through the units' six-month plan, the measures and the budget. A slide on Christian worldview frames fair assignments as shared burdens, and a closing slide states what the writer asks of unit leaders.
NURS 626 Week 7 grading rubric: where the points go
The capstone presentation is generally graded on how fully it addresses the findings, the application of evidence and the application to practice, whether faith is woven into the argument rather than appended, the quality and clarity of the chosen medium, the use of the required evidence, and APA throughout the accompanying pages. In a recorded, narrated format, instructors reward sparse slides paired with narration that reasons aloud instead of reciting bullet points. Graders look for continuity with the annotated bibliography and outline, so that the presentation reads as the final stage of one project. Because this is the course's largest grade, small omissions, such as a missing abstract or worldview, are costly.
NURS 626 Week 7 help: mistakes that cost points
The most frequent problems at this stage are presentations that summarize the literature but never say what the project found or recommends, slides crowded with paragraphs, and a worldview mentioned in one sentence at the end. Some students run over or under the time limit or the word count, or submit without the abstract. Others change the project's focus from the outline without explanation. Signpost the three required parts early, keep each slide short, put the evidence in the narration with citations, give the worldview its own slide, check the notes against the 1,000-word minimum and rehearse the timing before recording.
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NURS 626 Week 7 questions, answered
What is the NURS 626 Capstone Project Part 4?
The final capstone presentation, worth 175 points in Module/Week 7, delivered as a video, narrated presentation or visual presentation with an essay, plus a title page, abstract and references.
Where can I find a free NURS 626 Week 7 sample paper?
The complete NURS 626 Week 7 narrated capstone presentation on acuity-based nurse assignments, with its abstract, slides and narration, is free on this page.
What must the NURS 626 capstone presentation cover?
Three required parts and one thread through them all: what the project found, how guidelines or research were applied, how the work changes practice, and a Christian worldview woven across the whole.
How long is the NURS 626 narrated presentation?
A narrated version lasts ten to fifteen minutes and needs at least 1,000 written words counting the notes, while a video version runs fifteen to twenty minutes with no added writing.
How is patient acuity linked to nurse staffing outcomes?
Studies link staffing matched to acuity-based required hours with fewer nursing-sensitive adverse events and show that classification scores track measured nursing care time.
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.
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