Module 5: Capstone Project – Presentation and Evaluation

Project Evaluation

Following the issue of increased Deep Vein Thrombosis (DVT) incidences among postoperative patients in the institution, a project focusing on implementing an early ambulation protocol to reduce postoperative DVT among adult surgical patients was initiated. The project was presented to nurses during an in-person professional development session in the clinical setting. The presentation emphasized the issue of focus, why it is important to address it, as well as the early ambulation protocol being proposed. Evaluating the effectiveness of this educational intervention will help determine whether the intended learning outcomes were achieved and whether the presentation was delivered effectively. This paper presents the evaluation forms that were used to evaluate the presentation’s quality, content, and achievement of outcomes, rationale, and the improvement or change emanating from the evaluation report. The evaluation tools that will be used are a questionnaire for the content and achievement of presentation outcomes, and an observation notes chart to evaluate the quality of the presentation.

Evaluation Tool #1- Questionnaire

Instructions for Participants

Please complete this questionnaire following the presentation we have just completed. Your feedback is valuable in improving future educational sessions and enhancing patient care outcomes. This questionnaire is completely anonymous, and all responses will be kept confidential. It will take approximately 5–7 minutes to complete. Your honest input is greatly appreciated.

Section 1: Tick where appropriate

 

1. Before this presentation, how would you rate your knowledge of DVT, prevention, and early ambulation?

☐ Very low ☐ Low ☐ Moderate ☐ High ☐ Very high

2. After this presentation, how would you rate your knowledge of DVT, its prevention, and early ambulation?

☐ Very low ☐ Low ☐ Moderate ☐ High ☐ Very high

3. Which of the following are recognized risk factors for postoperative DVT? (Select all that apply)

☐ Immobility

☐ Dehydration

☐ Early ambulation

☐ Prolonged surgery (>2 hours)

☐ Obesity

4. Which interventions are effective in preventing DVT? (Select all that apply)

☐ Early ambulation

☐ Sequential compression devices (SCDs)

☐ Anticoagulant therapy

☐ Fluid restriction

☐ Leg elevation

5. How confident are you in identifying signs and symptoms of DVT?

☐ Not confident ☐ Slightly confident ☐ Moderately confident ☐ Very confident

 

Section 2:

6. How confident are you in implementing DVT prevention strategies?

☐ Not confident ☐ Slightly confident ☐ Moderately confident ☐ Very confident

7. How likely are you to apply what you learned?

☐ Very unlikely ☐ Unlikely ☐ Neutral ☐ Likely ☐ Very likely

8. What specific change(s) do you plan to implement in your practice?

 

Section 3

9. The content presented was relevant to my clinical role.

☐ Strongly disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly agree

10. The presentation improved my understanding of DVT, its prevention, early ambulation protocols, and my role as a nurse in DVT prevention.

☐ Strongly disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly agree

11. The information presented will contribute to improved patient outcomes.

☐ Strongly disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly agree

Section D: Open-Ended Feedback

12. What was the most important thing you learned?

 

13. What additional topics would you like addressed in future sessions?

 

 

 

Evaluation Tool #2- Observation Notes Chart

Instructions for Observer

This tool is to be completed by the evaluator during or immediately after the presentation. Record objective observations related to presenter effectiveness, audience engagement, and the learning environment.

Section 1: Presenter Effectiveness

 

Criteria	Observed	Rating (1–5)	Notes
Demonstrates strong knowledge of the topic	Yes / No	1 2 3 4 5
Communicates clearly and confidently	Yes / No	1 2 3 4 5
Maintains eye contact and engagement	Yes / No	1 2 3 4 5
Responds effectively to questions	Yes / No	1 2 3 4 5

 

 

Section 2: Audience Engagement

Criteria	Observed	Frequency/Rating	Notes
Participants asked questions	Yes / No	1 2 3 4 5
Active participation observed	Yes / No	1 2 3 4 5
Audience attentiveness	Yes / No	1 2 3 4 5
Signs of disengagement	Yes / No	1 2 3 4 5

 

Section 3: Presentation Design

Criteria	Rating (1–5)	Notes
Content organization	1 2 3 4 5
Clarity of visual aids	1 2 3 4 5
Time management	1 2 3 4 5

 

Section 4: Learning Environment

Criteria	Observed	Notes
Environment conducive to learning	Yes / No
Minimal interruptions	Yes / No
Adequate time for discussion	Yes / No

 

Section 5: Summary

Strengths:

Areas for Improvement:

Grid

Objectives	Content	Strategies	Time
By the end of four weeks of implementation, nurses will accurately document the mobility status of 90% of adult postoperative patients each shift, as measured by electronic medical record audits.	·   Nursing documentation of Deep Vein Thrombosis preventive practices. The article underscores the importance of documentation practices in DVT prevention and the prevention of other postoperative complications. Basli, A. A., & Kurt, D. (2025). Deep vein thrombosis risk and preventive nursing practices in surgical patients: A descriptive cross-sectional study. Journal of vascular nursing: official publication of the Society for Peripheral Vascular Nursing, 43(1), 27–32. https://doi.org/10.1016/j.jvn.2024.12.001 ·         Role of nurses in DVT prevention Hu, S., Huang, J., Wang, H., & Wang, Y. (2025). Nurses’ knowledge, attitudes, and practices regarding deep vein thrombosis and the nursing management. Scientific reports, 15(1), 17174. https://doi.org/10.1038/s41598-025-96551-0 ·         Nursing interventions to prevent DVT Alanezi, R. D., Alenazi, A. M. J., Alenzi, S. A. L., Alruwaili, A. M., Alanez, A. M., Alrashed, M. S., & Alanazi, S. A. H. (2024). Nursing strategies to avoid DVT among postoperative patients: A comprehensive review. Journal of International Crisis and Risk Communication Research, 7(S11), 1502. https://doi.org/10.63278/jicrcr.vi.1419	PowerPoint presentation Demonstrations Interactive discussions	30 minutes
Within 12 weeks, 85% of postoperative patients are able to ambulate within 24 hours of surgery, as tracked by daily nursing records.	·   The role of early mobilization in the incidence of DVT compared to late mobilization after surgery. Demonstrates the clinical benefit and feasibility of promoting early ambulation after surgery   Azeem, M., Ullah, R., Hussain, W., Riaz, A., & Zainab, U. (2025). Role of early mobilization in mitigating the risk of deep venous thrombosis after total knee replacement. Journal of Health, Wellness and Community Research, e217-e217. https://doi.org/10.61919/ac0beb81 ·         Evidence supporting early ambulation within 24 hours of surgery Liu, F., Tan, J., & Pan, Y. (2025). Prevention of deep vein thrombosis in postoperative orthopedic patients: a hybrid meta-analysis and clinical case study. Frontiers in Medicine, 12, 1603191. https://doi.org/10.3389/fmed.2025.1603191 ·         Clinical guidelines and recommendations for postoperative ambulation Abukhalil, A. D., Nasser, A., Khader, H., Albandak, M., Madia, R., Al-Shami, N., & Naseef, H. A. (2022). VTE prophylaxis therapy: Clinical practice vs clinical guidelines. Vascular Health and Risk Management, 18, 701–710. https://doi.org/10.2147/VHRM.S382050	PowerPoint Presentation visual diagrams scenario-based demonstrations	20 minutes
By the end of sixteen weeks, the project will reduce postoperative immobility-related complications, including Deep Vein Thrombosis, by at least 20% compared to baseline, as measured by patient outcome data.	·   Nursing interventions-early mobilization and patient education are associated with lower incidences of DVT and enhanced recovery outcomes for adult patients, supporting the long-term effectiveness of structured mobilization protocols as part of postoperative care.   Liu, F., Tan, J., & Pan, Y. (2025). Prevention of deep vein thrombosis in postoperative orthopedic patients: a hybrid meta-analysis and clinical case study. Frontiers in Medicine, 12, 1603191. https://doi.org/10.3389/fmed.2025.1603191 Strategies to overcome common barriers to patient ambulation (pain, fear of falling, staffing limitations)   Chen, J., Gan, X., Song, J., Gao, L., Shao, M., Wang, Y., & Gao, Y. (2025). A systematic review and meta-analysis of barriers affecting early ambulation in older patients after hip fracture surgery. Nursing & Health Sciences, 27(3), e70177. https://doi.org/10.1111/nhs.70177   Overview of the early mobilization protocol being implemented, expected project outcomes, and quality improvement goals   Zeller, J. L. (2022). Enhanced recovery after surgery clinical pathway implementation effect on postoperative ambulation. http://hdl.handle.net/10713/18738	Data visualization (Charts/ graphs) Discussions Question and answer session	15 minutes

 

Evaluation

The content evaluation questionnaire was selected to measure knowledge acquisition, confidence, and intended practice changes. The questionnaire tool is appropriate because it captures both objective and subjective learning outcomes, which are critical in evaluating educational interventions. In addition, it incorporated multiple formats, including Likert-scale items, multiple-response questions, and open-ended responses, allowing for a comprehensive assessment of participants’ understanding of DVT prevention strategies, as well as their readiness to apply the information in clinical settings. The observation notes chart was used to evaluate the quality of the presentation through direct observation. This method provides an objective assessment of presenter effectiveness, audience engagement, and environmental factors that may influence learning. Unlike self-reported data, observation captures actual behaviors and interactions, enhancing the validity of the evaluation. Based on the evaluation findings, identified knowledge gaps will be addressed through additional education, reinforcement materials, and follow-up sessions. Moreover, the feedback from the observation chart will guide improvements in presentation delivery, including communication style, audience engagement techniques, and use of visual aids, while recommendations on environmental factors, such as timing and setting, will be optimized to improve the learning experience in future presentations.

References

Alameer, A., Aherne, T., Naughton, P., Aly, S., McHugh, S., Moneley, D., & Kheirelseid, E. A. H. (2022). Peri-procedural thromboprophylaxis in the prevention of DVT in varicose vein interventions: A systematic review and meta-analysis. The Surgeon: Journal of the Royal Colleges of Surgeons of Edinburgh and Ireland, 20(6), e392–e404. https://doi.org/10.1016/j.surge.2022.04.002

Alanezi, R. D., Alenazi, A. M. J., Alenzi, S. A. L., Alruwaili, A. M., Alanez, A. M., Alrashed, M. S., & Alanazi, S. A. H. (2024). Nursing strategies to avoid DVT among postoperative patients: Comprehensive review. Journal of International Crisis and Risk Communication Research, 7(S11), 1502. https://doi.org/10.63278/jicrcr.vi.1419

Azeem, M., Ullah, R., Hussain, W., Riaz, A., & Zainab, U. (2025). Role of early mobilization in mitigating the risk of deep venous thrombosis after total knee replacement. Journal of Health, Wellness and Community Research, e217-e217. https://doi.org/10.61919/ac0beb81

Basli, A. A., & Kurt, D. (2025). Deep vein thrombosis risk and preventive nursing practices in surgical patients: A descriptive cross-sectional study. Journal of Vascular Nursing: Official Publication of the Society for Peripheral Vascular Nursing, 43(1), 27–32. https://doi.org/10.1016/j.jvn.2024.12.001

Chen, J., Gan, X., Song, J., Gao, L., Shao, M., Wang, Y., & Gao, Y. (2025). A systematic review and meta-analysis of barriers affecting early ambulation in older patients after hip fracture surgery. Nursing & Health Sciences, 27(3), e70177. https://doi.org/10.1111/nhs.70177

Irmak, B., Karadağ, M., & Emre, N. Y. (2022). The risk factors for preoperative and postoperative deep vein thrombosis in surgical patients. Clinical and Experimental Health Sciences, 12(1), 120. https://doi.org/10.33808/clinexphealthsci.839430

Hu, S., Huang, J., Wang, H., & Wang, Y. (2025). Nurses’ knowledge, attitudes, and practices regarding deep vein thrombosis and the nursing management. Scientific Reports, 15(1), 17174. https://doi.org/10.1038/s41598-025-96551-0

Liu, F., Tan, J., & Pan, Y. (2025). Prevention of deep vein thrombosis in postoperative orthopedic patients: a hybrid meta-analysis and clinical case study. Frontiers in Medicine, 12, 1603191. https://doi.org/10.3389/fmed.2025.1603191

Zeller, J. L. (2022). Enhanced recovery after surgery clinical pathway implementation effect on postoperative ambulation. University of Maryland, Baltimore.  http://hdl.handle.net/10713/18738

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Overview: Capstone Project – Presentation and Evaluation

Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation! A reminder to observe HIPPA guidelines for confidentiality of patient information if you are using patient data or identifiers.

You will upload your PowerPoint for grading. You will also upload the forms or documents you would use for evaluation (two evaluation tools will be created) of your information dissemination. These might be in the form of informal observation records and/or formal tests or questionnaires. (This evaluation portion will be submitted as one Word document. See below for all that must be included). There is a separate portal for each portion of the assignment.

Objectives

Design evaluation tools to accompany your project.

Locate peer-reviewed articles discussing evidence-based nursing practice.

Design evaluation tools to accompany your project.

Rubric – Project Presentation

Criteria	Target	Acceptable	Unacceptable
Accurate (70 Points)	Accurate presentation of content with differentiation between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes. (70 Points)	Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.   (50 Points)	Errors in content specific information or lack of references prohibit use in professional setting   (0 Points)
Required References (10 Points)	All 9 references included (10 points)		Less than 9 required references (0 points)
Attractive (10 Points)	Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references. (10 Points)	One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.   (5 Points)	Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.   (0 Points)
Appropriate (10 Points)	Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes) (10 Points)	Not Developmentally and/ or age appropriate for entire target audience and/ or  inappropriate time frame for content delivery (5 Points)	Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long   (0 Points)

 

 

Rubric – Project Evaluation

 

 

Task	Target	Acceptable	Unacceptable
Evaluation (50 Points)	Appropriate evaluation tool(s) to assess both quality of presentation and achievement of outcomes. (50 Points)	Appropriate evaluation tool(s) to assess either quality of presentation or achievement of outcomes. (25 Points)	Evaluation tool(s) inadequate for effective assessment of both components   (0 Points)
Professional (10 Points)	Professional format without spelling errors (this includes evaluation forms) Includes evaluation summary paragraph. (10 Points)	Format with spelling and/ grammar errors and/ or missing evaluation forms. Missing evaluation summary paragraph. (5 Points)	Errors in formatting and/ or spelling and grammar prohibit use in professional setting present (0 Points)
Grid (20 points)	Grid is present, complete, with accurate SMART objectives; and APA references specific to the topic (20 points)	Contains errors, is inaccurate, or missing required information with missing grid (10 points)	Grid not included in submission (0 points)
APA Format (20 points)	Title page and reference page listed in APA format with a minimum of nine peer reviewed sources   (20 Points)	Errors in Title page and/ or Reference page including inaccurate information and APA errors (1-10 Points)	Title page includes errors and  references with inaccurate format; (0 Points)

 

Instructions

The written portions for Assignment 2 and 3 are due Saturday night (see details below).  However, you will plan and present by Wednesday night in order to have your evaluation tools that you create available to distribute to the audience and address results for the Module 5 Discussion Boards.  You need audience feedback to finalize the written portion of the assignment.

 

PowerPoint Portion of Assignment (Assignment 2):

Presentation

You will submit a Power Point presentation containing a title slide, 10-15 slides each with comprehensive content demonstrating use of your peer-reviewed sources, and reference slides. Remember to include a source for each image or graphic included on the slides; this is easiest done directly on the slide under or next to the image. Your “talking points” are considered speaker notes and should contain 20-30 minutes of “talk time.” Information read directly from the slide should be included in the speaker notes. We recommend you time yourself while reading your speaker notes to determine if your presentation is within the 20-30 minutes for content. Your speaker notes should be written exactly as you would be speaking to your audience. You do need to include citations in your speaker notes. Be sure to include all of your references on the reference slide(s).

Evaluation Portion of Project (Assignment 3):

(This will be one document with all of the following included in that document)

Title Page

Create a title page according to the standard for the UTA College of Nursing.

Evaluation (2 Tools are required – one for quality and one for content)

You may create a new Word document for most of the types of evaluation tools you would use, such as tests, questionnaires, charts for observations notes, etc. Create two evaluation tools. Include all in the same file as separate pages with clear headings and instructions designating the use of each tool.

Other types of evaluation tools you might use are databases or spreadsheets. It is important that you design such tools so that you need only to upload and submit one file, though, so if you use a combination of Word documents and spreadsheets, copy/paste the contents of the spreadsheets into the Word document to create a single file.

Evaluation form requirements: You must submit two evaluation forms. One form will address evaluation of content (example: a post-test or survey, audit form) and one form will address quality (rate the presentation, speaker, and environment; consider using a Likert scale). Remember you will create both forms for this assignment. Do not copy forms from other sources.  Include the time, place, and who you presented presentation. Also, discussion on the methods you used to evaluate your project.  Include why the method, how you will use the results, and plans for improvement.

Grid

You will include the full completed grid from Module 3. Please be sure to make any needed changes based on feedback from your coach.

Evaluation Paragraph

You must include at least a paragraph (minimum 100 words) to discuss the methods to evaluate your Project. Include why the method you have chosen to evaluate the project is appropriate. Include in your paragraph how will you will take results from the evaluation and change or improve the presentation.

Reference Page

Create a formal reference page including all of your nine (or more) references from your project. Please be sure to use formal APA format. Refer to your APA manual for any questions.