| Course | NU 476 Nursing Capstone |
|---|---|
| Unit | Unit 2 |
| Paper type | Site practice gap analysis |
| Length | About 760 words, 5 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NU 476 Unit 2
Practice Gap Analysis: Intermittent Pneumatic Compression Devices Ordered but Not Working on a Surgical Unit
Student Name
Department of Nursing, Herzing University
NU 476: Nursing Capstone
Instructor Name
January 28, 2026
Practice Gap Analysis: Intermittent Pneumatic Compression Devices Ordered but Not Working on a Surgical Unit
What Should Happen
For surgical patients at moderate or high risk of venous thromboembolism, and especially for those at high risk of bleeding in whom anticoagulants are withheld, clinical guidance supports mechanical prophylaxis with intermittent pneumatic compression devices (Gould et al., 2012). Those devices only protect a patient when they are on the legs, correctly sized and placed, connected, and running, ideally for most of the time the patient is in bed. On 5 West, a 32-bed general surgical unit, hospital policy states that ordered compression devices are to be applied and functioning whenever the patient is in bed or chair, removed only for ambulation, bathing, or skin checks.
How What Happens Was Measured
Method: direct observation. With the nurse manager's approval, I and a second observer, a nurse from the unit's practice council, made unannounced observation rounds at three random times each day, one on each shift, for 10 consecutive days in January. At each round, we observed every patient with an active order for compression devices who was in bed or chair. Each observation was classified as correct, meaning sleeves on both legs, properly positioned, tubing connected, and the pump running without an alarm, or as a failure, with the type of failure recorded. We did not change anything or alert staff during observation, and we did not record patient or staff names. To check agreement, both observers independently classified the same 20 observations on day 1; they agreed on 19.
The Gap, as a Number
Across 10 days, we made 126 observations of patients with active orders who were in bed or chair. The devices were correctly applied and functioning in 60 of 126, or 48%. The failures fell into five groups: sleeves not on the patient at all, 31 observations; sleeves on but pump turned off or unplugged, 17; sleeves on only one leg, 8; tubing disconnected or kinked, 6; sleeves positioned incorrectly, such as around the ankles, 4. Correct use was highest on the day shift, 58%, and lowest on the night shift, 37%, and lower on the first postoperative day than later. These findings are similar in character to published observations, which found that compression devices were often not applied or not working as intended in hospitalized patients (Elpern et al., 2013).
Why the Gap Exists Here
Short interviews with eight nurses and four nursing assistants, and observation of the equipment, suggested several reasons. The sleeves are removed for ambulation and bathing and often not replaced. Patients find them hot and noisy at night and ask to have them off. The pumps' alarms are silenced rather than troubleshot. There are fewer pumps than beds, so on busy days a pump taken to a new admission is not replaced for the original patient. And the electronic record asks nurses to document "SCDs on" once a shift, which does not show whether they stayed on. Several staff said they had never been shown how to troubleshoot the pump's alarms, and none could say where spare sleeves in each size were kept.
What the Gap Means for the Project
The gap is large enough to matter and specific enough to act on. A project that aims to increase correct use from 48% to 75% on this unit within six weeks would be meaningful and measurable with the same observation method. The failure types point to specific interventions: replacing sleeves after ambulation as part of the nursing assistant's routine, patient education on why the device matters, and a pump inventory to fix the shortage. The same observation method, at the same times and with the same observers, will be used after implementation, because a different method would produce a different number regardless of any change in practice, and a stable method is what allows a before-and-after comparison to be read as a test of change (Langley et al., 2009).
Limits of the Measurement
Ten days is a short window, and January census may differ from other months. Observers may have been noticed on some rounds despite being unannounced, which would tend to make the correct-use rate look higher than it usually is. The observation does not measure how long devices stayed on between rounds. These limits are stated so that the baseline is read as an estimate, not a precise figure. Even allowing for them, a correct-use rate below half on every shift is far enough from the policy standard that the gap is not in doubt, only its exact size.
References
Elpern, E., Killeen, K., Patel, G., & Senecal, P. A. (2013). The application of intermittent pneumatic compression devices for thromboprophylaxis: An observational study found frequent errors in the application of these mechanical devices in ICUs. American Journal of Nursing, 113(4), 30-36. https://doi.org/10.1097/01.NAJ.0000428736.48428.10
Gould, M. K., Garcia, D. A., Wren, S. M., Karanicolas, P. J., Arcelus, J. I., Heit, J. A., & Samama, C. M. (2012). Prevention of VTE in nonorthopedic surgical patients: Antithrombotic therapy and prevention of thrombosis, 9th ed: American College of Chest Physicians evidence-based clinical practice guidelines. Chest, 141(2 Suppl.), e227S-e277S. https://doi.org/10.1378/chest.11-2297
Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Jossey-Bass.
NU 476 Unit 2 instructions, in plain terms
Unit 2 asks you to document a practice gap at your site with data. Expect to state what should happen according to evidence or policy, describe how you measured what actually happens, report the gap as a number, explore causes, explain what the gap means for your project and name limits. Many versions ask how to measure practice and how many observations are needed. Check whether your section requires approval before collecting data. Direct observation or chart review are common methods. A gap stated with a numerator and denominator is stronger than an impression. Causes matter early, because the project should target them. Name limits such as short timeframes and observers being noticed, since both affect how far the number can be trusted.
How this NU 476 Unit 2 example is built
The analysis opens with the standard, citing the guideline that sets it. The method section describes who observed, when, how many times and what counted as compliant. The gap section reports the count over the total and the percentage, which gives the project a baseline. The causes section summarizes interviews and equipment checks, listing causes in order of frequency. The meaning section explains that the gap is large and specific enough to act on and points the project toward the causes found. The limits section names the short window and possible observer effects. The analysis stays concise, and each part prepares the next unit's plan. The cause list is what makes it more than a number.
Reading the NU 476 Unit 2 rubric
Herzing's rubric for a practice gap analysis typically covers the standard, the measurement method, the quantified gap, analysis of causes, implications for the project and limits. The quantified gap draws the closest reading, since graders want a numerator, denominator and clear definition of compliance. Standard points reward an evidence-based or policy source. Method criteria look for a repeatable process. Cause analysis earns credit when causes are drawn from staff and observation. Implications points go to a link between causes and the planned project. Limits should be named. Interviews with both nurses and assistants are often credited, since each group sees different causes. Gould's ACCP guideline and Elpern's study belong in the APA 7 list.
NU 476 Unit 2 help: mistakes that cost points
Practice gap analyses in Unit 2 often fall short by describing the gap as an impression, such as devices are often off, without counts. Another frequent problem is not defining what counts as compliant. Students often skip causes and jump to education as the fix. The standard is not cited. Observation without approval is a serious issue. Limits are omitted. The gap is not linked to the project plan. Finally, ask staff why the gap exists, because graders reward analyses that find practical causes, such as missing sleeves, that education alone would not fix. Equipment problems, such as missing sleeves or broken pumps, are often found only by checking the devices themselves.
Get a NU 476 Unit 2 example written to your instructions
Send the Unit 2 instructions and the rubric from your NU 476 classroom, plus your standard and whatever site data you can share. We write a custom example that measures the gap, records baseline and separates the causes, returned in 24 to 48 hours. The first custom sample is free.
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NU 476 Unit 2 questions, answered
How do I measure current practice?
Count something. A chart audit of a defined sample over a defined period, an observation of a set number of encounters, or an existing report the site already produces. State the sample, the period and what counted as compliant, and the figure becomes checkable. Describing practice as inconsistent gives your evaluation nothing to compare against.
How many records do I need?
Enough that the percentage means something, and honesty about it when there are few. Twenty to thirty records over a defined period is often achievable in a capstone and enough to show a substantial gap. What matters more than the number is stating it, because a reader can then judge the finding rather than being handed a percentage with no denominator.
Why does the cause matter this early?
Because it determines the whole project. A gap caused by staff not knowing the standard needs education; one caused by the standard being difficult to follow in the existing workflow needs a process change; one caused by documentation in the wrong field needs neither. Designing before diagnosing is how capstones aim at the wrong thing.
Where can I find a free NU 476 Unit 2 sample paper?
Read the complete NU 476 Unit 2 compression device gap analysis here at no charge, the observation method, gap and causes. A gap analysis for your own site and practice can be prepared on request.
How do I measure a practice gap for a nursing capstone?
Define the standard, decide what counts as compliant, then observe or audit a set number of cases and report the count over the total. This sample made 126 observations over 10 days and found devices running in fewer than half.