Project
The written project is organized by Chapters with sections and as follows:
Title Page
The title page is organized according to APA format. The title page must include the title of the project in capital letters, the project author’s name and credentials, and the following statement: “A project submitted to the faculty of D’Youville Division of Academic Affairs in partial fulfillment of the requirements for the degree of Master of Science in Nursing, Buffalo, New York, and the date the final project was approved.” This information is centered between the right and left margins.
Copyright Page
This page has the following statement: “Copyright © year by project author name. All rights reserved. No part of this project may be copied or reproduced in any form or by any means without the written permission of the project author.”
Project Approval Page
This page lists the Project Chair and their respective discipline as well as the date the project was defended on.
Abstract
The abstract is presented before Chapter I. The APA Manual 7th edition recommends that the abstract should be no more than 250 words. It consists of a succinct summary of the entire project and highlights the details of the identified problem, the project purpose, the theoretical framework(s), and evaluative measures. The abstract heading is bolded and centered. Prior to the defense, the abstract is written in future tense because the project is not complete. After the defense, the abstract is written in past tense. The project abstract should be formatted as follows after the defense as it is written in past tense here:
Abstract (Educational Projects)
Nursing Resource Team (NRT) staff nurses rotate throughout various clinical units within health care facilities and organizations to meet nurse staffing needs and to alleviate the burden of nurses working understaffed. Because of the nature of their job, NRT staff nurses often encounter profound job challenges. The purpose of this project was to develop an interview schedule to assist NRT nurse managers in exploring factors viewed as important by NRT staff nurses regarding job satisfaction, efficiency, productivity, and retention. Kanter’s (1977, 1993) Structural Theory of Organizational Behavior and Maslow’s Hierarchy of Needs (1987) were utilized as theoretical frameworks. Five content experts voluntarily participated in the review of the NRT interview schedule for content validity.
Abstract (Quality)
Introduction, Research Question, Problem Statement, Literature Review, Methodology, Procedure for setting and subjects, procedure for data collection and tools, and Results.
Acknowledgement
This statement is optional. The project author may choose to acknowledge individuals as appropriate.
Table of Contents
An outline for the table of contents can be developed. Page numbers are added when the project is completed. An example is provided in this handbook.
Section I- Educational Project
Instructions for Chapter I
The project is double spaced, and each paragraph is indented. The following sections of Chapter I include instructions and examples for the project:
CHAPTER I
1. Instructions for the Introduction section
The function of the introduction is to attract or grab the reader’s interest and attention. The introduction consists of a broad overview of the project problem. The introduction should contain information that informs the reader about the basic nature and scope of the problem. References and statistics can be briefly utilized to reinforce the significance of (the importance) and the need (justification) for the project. The student is advised to begin a reference page on a separate page (the last page of the paper and before the appendices) entitled as References (bolded and centered) with all articles used to write this section cited in APA format. The introduction section should be presented in one to two paragraphs and should range in length between ½ of one page to 1 ½ pages maximum. In accordance with APA guidelines, there is no header for the introduction section because the introduction is clearly identified by its position in the manuscript.
2. Instructions for the Statement of Purpose section
This section follows the introduction. The Statement of Purpose describes the purpose of the project in one succinct and concise statement and clearly identifies to the reader what (product) is to be produced as a result of the project, who the project is intended for (participants), where the project will be utilized (the intended setting), and why the project is being developed. For example:
Statement of Purpose
The purpose of this project is to develop an educational training program (what- product) for adult mental health nurses (who) working in a mental health inpatient hospital setting (where) regarding the importance of utilizing therapeutic communication to promote positive patient outcomes (why). **After the defense, this statement is written in past tense i.e. The purpose of this project was to develop……
* The title of the project reflects the Statement of Purpose. For example:
An Educational Training Program for Adult Mental Health Nurses to Regarding the Utilization of Therapeutic Communication
3. Instructions for the Theoretical Framework and Nursing’s Metaparadigm section
This section follows the Statement of Purpose. The student chooses a nursing theory to guide and support the development of the project. A second theory from a discipline outside of nursing such as sociology, education, or management non-nursing theorist may also be used. The theoretical framework section introduces the theory and includes a discussion of the major components, concepts, definitions, assumptions, and propositions found within the theory. The theory needs to “fit” well with original concepts describing the project purpose. The student summarizes how the theory “fits” the project purpose by discussing how the theory’s main components, concepts, definitions, assumptions, and propositions are connected or related to the project purpose. The most current theory source (written by the theorist) is to be used as the primary reference source by the student. No secondary sources are permitted unless approved by the Project Chair . Additionally, in the theoretical framework section, the student discusses nursing’s four metaparadigm concepts (nurse, health, person, and environment) as they are defined by the nursing theorist and how each of the four metaparadigm concepts are operationally defined by the student. The theoretical definitions are cited in APA format (source, year, page). The theoretical framework section should be a minimum of 3 pages in length. This section should be presented as follows:
Theoretical Framework
Hildegard Peplau’s (2004) Interpersonal Relations in Nursing Theory is utilized as the theoretical framework for the development of this project. A brief overview of the theory is presented as well as a discussion regarding how the theory was utilized to guide the development of the project. In addition, Peplau’s (2004) theoretical definitions for nursing’s four metaparadigm concepts (nursing, health, person, and environment) as well as the Project
Author’s operational definitions for nursing’s four metaparadigm concepts will be presented.
Interpersonal Relations in Nursing Theory
Hildegard Peplau is often regarded as the mother of psychiatric nursing….
Interpersonal Relations in Nursing Theory and Nursing’s Metaparadigm
In her Interpersonal Relations in Nursing Theory, Peplau (2004) defines nursing’s four metaparadigm concepts (nurse, health, patient, and environment) as follows. Nurse is defined by Peplau (2004) as…. (p.). For the purpose of this project, nurse is operationally defined as…. Peplau (2004) defines health as…. (p.). Health is operationally defined for the purpose of this project as…. Person is defined as…. (Peplau, 2004, p.). Person is operationally defined for the purpose of this project as…. Finally, environment is defined as …. (Peplau, 2004, p.). Environment is operationally defined for the purpose of the project as….
Example regarding how to summarize nursing’s four metaparadigm concepts for a theory with implied definitions for nursing’s four metaparadigm concepts:
Although Benner (2001) did not outwardly and explicitly define nursing’s four metaparadigm concepts (nursing, person, health, and environment) in her Novice to Expert theory, she described them as follows. Nursing is described by Benner (2001) as a helping role and as giving and receiving help… Nursing, for the purpose of this project, is operationally defined as a professional nurse in one of Benner’s five stages of skill acquisition…
4. Instructions for the Initial Review of the Literature section
This section follows the Theoretical Framework section. The initial review of the literature presents a brief synthesis of at least 20 original research articles from North American journals (10 of the 20 original articles should originate from North American nursing journals and populations under study must be in US or Canada) that the student has reviewed thus far describing current evidence-based research findings in the project area of interest. Articles should be published within the last 5 years to ensure and to reflect current research-based evidence and practice. Additional articles may be requested by the Project Chair at their discretion. The initial review of the literature is a short summary of what is already known about the project area of interest, what has been successfully implemented, what is lacking and in need of further exploration, and articles emphasizing use of the theoretical framework chosen by the student as it pertains to the project area of interest. At times, classic and seminal work older than the 5-year limit can be included in the review of the literature since they are timeless and continue to support current practice. The Initial Review of the Literature is written following APA format and should include subheadings addressing areas of the literature explored. The Initial Review of the Literature section should be presented as follows:
Initial Review of the Literature
A review of nursing and health related literature was (the initial review of literature has been conducted so in this section, you can write in past tense) conducted to explore (project area of interest) using the following keywords both singularly and in multiple combinations: , , . Databases searched, limited to the years to , included AMED, Alt Health Watch, CINAHL Plus with Full Text, and EBSCO. The search was limited to the years to to ensure that current evidence-based literature was reviewed and summarized for the purpose of this project. A summary of the review of the literature is presented.
Therapeutic Communication
According to Smith (2021) …
* After a student successfully defends Chapter I (the Project Proposal), the initial review of the literature is then moved into Chapter II with a section replacing the initial review of the literature in Chapter I entitled Literature Synopsis. The Literature Synopsis section in Chapter I presents a summary of literature review findings in Chapter II once the literature review is completed in Chapter II.
5. Instructions for the Significance and Justification section
The Significance and Justification section follows the Initial Review of the Literature. The Significance and Justification section presents the necessity of the project (significance) and is supported by clinical evidence (statistics and findings) resulting from the literature review (justification). This section should end with a sentence supporting the project purpose. The Significance and Justification section should be approximately ½ to 1 page in length. This section should begin as follows:
Significance and Justification
Findings from the initial literature review reveal that a lack of knowledge exists in nursing and patient care practice regarding….
6. Instructions for the Project Objectives section
The Project Objectives section follows the Significance and Justification section and is written in the present tense. Project objectives identify at least 3 specific outcomes (aims/goals) describing what the student hopes to accomplish by carrying out the project. All educational projects require students to 1) conduct a review of the literature exploring the background of the project topic/problem/issue; 2) develop and/or create a product such as an educational program, workshop, PowerPoint, or video, an interview schedule, questionnaire or survey, a professional brochure or pamphlet, or a handbook or resource guide; and 3) have the project product evaluated/reviewed by a panel of content experts who have extensive knowledge and expertise in the project area of focus.
Project Objectives
The objectives of this project are to:
1. Conduct an extensive review of the literature exploring (project area of interest) using the following keywords both singularly and in multiple combinations: , , . Databases searched, limited to the years to , will include AMED, Alt Health Watch, CINAHL Plus with Full Text, and EBSCO Host;
2. Develop a (product-brochure, PowerPoint, Video, etc.); and
3. Have a panel of (5) content experts with extensive knowledge and expertise in (project area of interest) evaluate and critique the (product) for clarity, readability, applicability, quality, organization, and evidence-based clinical relevance.
* Throughout the body of your project proposal, when discussing your evaluation tool, make sure that the order of evaluative items matches the order as they appear in your evaluation tool.
7. Instructions for the Definition of Terms section
The Definition of Terms section follows the Project Objectives section. In this section, the Project Author presents additional theoretical and operational definitions (other than nursing’s four metaparadigm concepts) applicable to the project purpose as appropriate. Concepts found in the project Statement of Purpose should be defined. Conceptual/theoretical definitions should be discipline specific and need to reflect the theoretical framework and purpose of the project. Theoretical definitions state the meaning of a concept as it is defined or described by the theorist/theory. Theoretical definitions need to be obtained and cited from the primary source – the most current version or text of the theory. Theoretical definitions can also come from professional organizations and associations. Dictionary and Wikipedia definitions are not acceptable sources for the definition of terms. All theoretical definitions are cited in APA format from the source they are retrieved from. An operational definition is the Project Author’s definition of a theoretical concept as it specifically reflects the project purpose. At times, theoretical and operational definitions may be defined the same. If a student wishes to operationally define a term as it is theoretically defined, the student needs to cite the source the definition was retrieved from. The Definition of Terms section should be presented as follows:
Definition of Terms
The following concepts are defined both theoretically and operationally for the purpose of this project:
Health Promotion
Theoretical Definition: Behavior motivated by the desire to increase well-being and actualize human health potential. It is an approach to wellness (Pender et al., 2011, p. 45).
Operational Definition: Behaviors that promote HGH treatment delivery and adherence resulting in improved health, treatment outcomes, and better quality of life for adolescents diagnosed with HGH deficiency.
Theoretical and Operational Definition: ……
8. Instructions for the Limitations section
This section follows the Definition of Terms section. Every research study or project has limitations (problems/issues/concerns) that the Project Author experienced while conducting a study or developing a project that may be addressed or remedied in future studies/projects…there is no perfect study or project! The Limitations section informs the reader of the study or project’s problems/issues/concerns that the Project Author experienced. The Limitations section begins as follows and may include but are not limited to the following:
Limitations
The Project Author recognizes the following project limitations:
1. The implementation of the (product) is not within the context of this project;
2. The (product) is developed in the English language only and may benefit a more culturally diverse population if written in additional languages
9. Instructions for the Project Development Plan section
The Project Development Plan section follows the Limitations section. In this section, the student describes how they will develop their project. This section should be presented as follows:
Project Development Plan
A detailed topical outline of the (product) content is created based on the extensive review of evidence-based literature and the theoretical framework used to support and guide the development of the (product). After permission is granted from the D’Youville Patricia H.
Garman School of Nursing, graduate faculty designee (Appendix A),
(5) professionals with knowledge and expertise in (the project area of focus/field) will be asked if they are interested in voluntarily participating as an expert content reviewer for the (product).
The content expert panel will consist of one , one , one , one , and one
. If interested, the Project Author will mail a packet containing a Letter of Intent
(Appendix B), a copy of the Content Expert Project Evaluation Tool created by the Project
Author specifically for the project (Appendix C), a copy of the (product) (Appendix D), a
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