| Course | NU 476 Nursing Capstone |
|---|---|
| Unit | Unit 6 |
| Paper type | Outcome measurement report |
| Length | About 750 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 6
Outcome Measurement: Nurse-Initiated Standing Orders for Inpatient Influenza Vaccination on a Medical Unit
Student Name
Department of Nursing, Herzing University
NU 476: Nursing Capstone
Instructor Name
March 25, 2026
Outcome Measurement: Nurse-Initiated Standing Orders for Inpatient Influenza Vaccination on a Medical Unit
The Measure and the Two Periods
The project introduced a nurse-initiated standing order protocol for influenza vaccination on 4 North, a 30-bed adult medical unit: nurses screened every patient on admission for vaccination status and contraindications and, for eligible unvaccinated patients who consented, gave the vaccine before discharge without a separate prescriber order. The approach is supported by evidence that standing orders increase inpatient vaccination compared with reminders to physicians (Dexter et al., 2004), and influenza vaccination is recommended for everyone 6 months and older without contraindications (Grohskopf et al., 2024).
Primary measure: the proportion of eligible patients discharged from 4 North who were vaccinated before discharge. Eligible means adult, not documented as vaccinated this season, no documented contraindication, and a stay of at least 24 hours. Baseline period: October 13 to November 7 of the current season, four weeks before the protocol. Implementation period: November 10 to December 5, four weeks after. The same method was used for both periods: I reviewed every discharge from the unit in each period using the same data fields, and a second reviewer checked 20 records from each period with 100% agreement.
Results
Baseline: 156 discharges, 88 eligible, 42 vaccinated before discharge, 48%. Implementation: 149 discharges, 83 eligible, 59 vaccinated, 71%. The absolute increase was 23 percentage points. Process measures: admission screening for vaccination status was documented for 94% of patients in the implementation period compared with 61% at baseline. Of eligible patients not vaccinated during implementation, 14 declined after discussion, 6 were missed at discharge, and 4 were discharged before the vaccine could be given. The number declining was similar in both periods, about one in six eligible patients.
Could the Difference Be Chance?
With 88 and 83 eligible patients, some variation between periods would occur even if nothing had changed. A simple comparison of two proportions gives a z statistic of about 3.1 for the difference between 48% and 71%, giving a two-tailed p of roughly 0.002, so chance alone is an unlikely explanation. That calculation assumes the two periods are independent samples from the same kind of patients, which is only approximately true, and it says nothing about whether the project caused the difference. It answers a narrower question: whether the rise is larger than the usual week-to-week noise on a unit of this size. The more important questions, whether something other than the project produced the change, are taken up next.
Is the Change Caused by the Project?
Three alternative explanations were considered. First, seasonal timing: the baseline period fell earlier in the influenza season, when more patients might already be planning to be vaccinated elsewhere, and the implementation period fell closer to the holidays and rising influenza activity, when patients might be more willing. This could explain part of the increase. A useful check is the hospital's two other medical units, which did not change practice; their rates rose from 45% to 51% over the same periods, suggesting that seasonal and general factors account for a few percentage points, not most of the change. Second, attention: nurses knew the project was being measured, which may have increased effort during the four weeks. Whether the change holds after the project ends is a separate question, addressed in the handover plan. Third, patient mix: the proportion of eligible patients was similar in both periods, 56% and 56%, and the median age was similar.
What the Results Mean
The most reasonable reading is that the protocol increased inpatient vaccination on 4 North by about 15 to 20 percentage points beyond what seasonal factors produced, with the process data showing how: screening became routine, and vaccination no longer depended on a prescriber remembering to order it. The result falls short of the project's target of 80%, and the data show why: missed doses at discharge and early discharges. Those are the next steps, for example adding vaccination status to the discharge checklist, to be tested in a further short cycle before the protocol is spread (Langley et al., 2009). Reporting the shortfall with its reasons is more useful to the unit than reporting only the improvement.
Limits
Four weeks per period on one unit is a small sample, and the comparison units are not a randomized control. Vaccination given elsewhere after discharge was not captured. The result applies to this unit and this season; whether it would hold on units with different patient populations would need its own measurement.
References
Dexter, P. R., Perkins, S. M., Maharry, K. S., Jones, K., & McDonald, C. J. (2004). Inpatient computer-based standing orders vs physician reminders to increase influenza and pneumococcal vaccination rates: A randomized trial. JAMA, 292(19), 2366-2371. https://doi.org/10.1001/jama.292.19.2366
Grohskopf, L. A., Ferdinands, J. M., Blanton, L. H., Broder, K. R., & Loehr, J. (2024). Prevention and control of seasonal influenza with vaccines: Recommendations of the Advisory Committee on Immunization Practices, United States, 2024-25 influenza season. MMWR. Recommendations and Reports, 73(5), 1-25. https://doi.org/10.15585/mmwr.rr7305a1
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.
What the NU 476 Unit 6 instructions ask for
Unit 6 asks you to measure and interpret the outcome of your capstone. Expect to define the measure and periods, report results with numerators and denominators, consider whether the change could be chance, weigh alternative explanations, state what the results mean and name limits. Common questions include what happens if the measure did not improve, whether to report percentages and whether you can say your project caused the change. Check whether your section expects a statistical test. Report counts as well as percentages. Consider seasonal and other changes that could explain the result. A null result reported honestly can earn full credit. Causal language should match the design, which is usually a before-and-after comparison.
Inside the NU 476 Unit 6 example
The report opens with the measure, who counted as eligible and the two periods. Results are given as counts and percentages for each period. The chance section explains in plain terms that small numbers vary and whether the difference is larger than expected variation. The cause section considers three alternative explanations, including seasonal timing and changes on comparison units. The meaning section states a cautious conclusion with a range rather than a single number. The limits section names sample size, the non-randomized design and vaccination given elsewhere that the record may miss. The report reads as careful reasoning about a small project, which suits a capstone and avoids overstating what the data show.
Where the points sit in the NU 476 Unit 6 rubric
Herzing's rubric for outcome measurement usually covers the definition of the measure, accuracy of results, consideration of chance, alternative explanations, interpretation and limits. Alternative explanations and interpretation carry the most weight, since graders want causal claims matched to the design. Measure points reward clear eligibility and periods. Results criteria look for counts and percentages. Chance earns credit when variation is addressed. Limits should be specific. A null result, honestly reported, can earn full marks. Comparison units, if available, often earn credit because they help rule out seasonal effects. Dexter's standing order trial and the CDC influenza recommendations by Grohskopf belong in the APA 7 list.
Common NU 476 Unit 6 mistakes, and how to avoid them
Outcome reports in Unit 6 commonly lose points by giving percentages without the counts behind them. Another frequent problem is claiming the project caused the change without considering alternatives. Students often ignore chance with small numbers. Seasonal effects are missed. Limits are generic. A disappointing result is hidden or explained away. Eligibility changes between periods without comment. Finally, match your language to the design, because graders reward a cautious conclusion, such as an increase likely due in part to the protocol, over a claim of proof from a four-week comparison. Another gap is forgetting to state who counted as eligible in each period, since a change in eligibility can move the percentage. Vaccinations given outside the hospital may be missed by the record, which should be named as a limit.
Get a NU 476 Unit 6 example written to your instructions
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NU 476 Unit 6 questions, answered
What if my measure did not improve?
Report it, and use your fidelity data to say what kind of null result it is. An intervention fully delivered that did not move the measure has told the unit something real; one delivered to a third of staff was never properly tested. Both are legitimate capstone findings, and a measure quietly swapped for a friendlier one is not.
Should I report percentages?
Report both, with the counts given prominence. Capstone samples are small, and a change from three to five becomes an impressive-looking percentage that a reader will discount as soon as they see the denominator. Give the numbers first, add the proportion if it helps, and say plainly that the sample is small.
Can I say my project caused the change?
Almost never, and claiming it undermines the rest. A before-and-after comparison on a live unit cannot separate your intervention from staffing changes, seasonal variation, other initiatives or ordinary fluctuation. Say the change was observed alongside the project, name the alternatives, and let the reader weigh it.
Where can I find a free NU 476 Unit 6 sample paper?
This page carries the complete NU 476 Unit 6 influenza vaccination outcome report at no cost, results, chance, alternatives and limits. Send your own counts for a custom outcome report.
Can I say my capstone project caused the improvement?
Usually not with certainty, since most capstones compare before and after on one unit. This sample considers chance and seasonal timing and concludes the protocol likely raised vaccination by about 15 to 20 points.