INSTRUCTION: Write a paper of a minimum of 12 pages in length, excluding title page, abstract, and references. The paper must be constructed according to APA format (APA, 2010). Headings are to be included (see below). See Rubric for point allocation & sample.

Introduction: (i) Purpose statement/research question· (ii) Significance of the patient problem, supported by the literature. (iii) Select one IOM/QSEN Nurse Competency (Cronenwett et al., 2007)

Review of the Research Literature: This section includes a review of the 5 articles relating the patient problem to an IOM/QSEN competency. (ie related to the purpose statement /research question, and to substantiate the significance of the patient problem )

Case Example: The case example must exemplify the problem statement/research question and be related to the identified IOM/QSEN competency. The case example should describe the patient condition, disease(s), clinical issues, medications, nursing care, etc.

Transition Theory (Im, 2006): frames the Capstone paper, and incorporating this theory is a required component of the paper. The following question(s) must be addressed when incorporating Transition Theory (Im, 2006):

a) What transition(s) is the patient in?

b) What are the facilitator’s and inhibitors?

c) What is or was the patient’s response?

d) What was the nursing intervention?

Conclusion: Integrate nursing implications from your literature review and relate them to your patient’s problem. Include nursing implications in these three areas:

(a) Practice: What is the best nursing practice for this issue?

(b) Education: What are the current guidelines for educating nurses, patients/families about care for this problem?

© Research: What are the priorities for further study (from a nursing perspective) related to this problem?

**PICO question: Among patients with type-2 diabetes, does patient education improve compliance/self management?

Article 1: Carpenter, R., Dichiacchio, T., & Barker, K. (2019). Interventions for self-management of type 2 diabetes: An integrative review. International Journal of Nursing Sciences, 6(1), 70-91.

Article 2: Bagnasco, A., Di Giacomo, P., Da Rin Della Mora, R., Catania, G., Turci, C., Rocco, G., & Sasso, L. (2014). Factors influencing self‐management in patients with type 2 diabetes: A quantitative systematic review protocol. Journal of Advanced Nursing, 70(1), 187-200.

Article 3: Brackney, D. (2018). Enhanced self‐monitoring blood glucose in non‐insulin‐requiring Type 2 diabetes: A qualitative study in primary care. Journal of Clinical Nursing, 27(9-10), 2120-2131.

Article 4: Chrvala, Sherr, & Lipman. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: A systematic review of the effect on glycemic control. Patient Education and Counseling, 99(6), 926-943.

Article 5: Boström, Isaksson, Lundman, Graneheim, & Hörnsten. (2014). Interaction between diabetes specialist nurses and patients during group sessions about self-management in type 2 diabetes. Patient Education and Counseling, 94(2), 187-192.

Article 6: Cronenwett, Sherwood, Barnsteiner, Disch, Johnson, Mitchell, . . . Warren. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122-131.

Article 7: ALLIGOOD, Martha R., TOMEY, Ann M. (2006). Nursing theorists and their work. 6th ed. Philadelphia: Mosby Elsevier. ISBN: 978-0323030106

FYI: Attached is the sample of a nursing capstone paper, and the last 2 articles the QSEN and the IOM/ transition articles