RUA – Capstone Evidence-Based Paper: Communication Concept
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RUA – Capstone Evidence-Based Paper: Communication Concept
Introduction
This paper aims to evaluate performance on the Clinical Judgment Exam (CJE) Readiness assessment and to examine strategies for effective communication in nursing practice. The NCLEX-RN ® blueprint highlights effective communication as a crucial skill, particularly in promoting and maintaining health, as it supports efforts to foster patient-centered care, improve clinical judgment, and facilitate a safer transition into professional nursing practice. This discussion emphasizes the importance of enhancing communication skills to boost readiness for NCLEX-RN ® success and overall clinical competence.
Health promotion and maintenance rely on effective communication to help nurses establish therapeutic relationships, encourage behavioral change, and educate patients. In this NCLEX-RN® category, nurses must work with interdisciplinary teams to promote wellbeing, give clear instructions, and assess patient understanding. Poor communication can lead to adverse health outcomes, reduce treatment adherence, and cause misunderstandings (Samir et al., 2025). Therefore, improving communication skills directly boosts the quality of patient care and health promotion efforts.
Importance
Effective communication is essential in professional nursing because it guarantees accurate information exchange, fosters teamwork, and enhances patient safety. Nurses depend on concise, clear, and culturally sensitive communication to advocate successfully for patients, minimize errors, and coordinate care. Poor communication can compromise clinical judgment and lead to adverse outcomes, such as misdiagnoses or medication errors (Watson, 2024).
Clear communication is vital for ensuring treatment adherence, engaging patients, and improving health literacy. Patients with limited health literacy or language barriers are at greater risk of miscommunication, which can lead to higher readmission rates and poor disease management. Ignoring communication barriers can damage healthcare quality by disrupting effective teamwork and increasing the likelihood of errors. Persistent communication problems may also cause patients to disregard treatment instructions, resulting in worse health outcomes (Kwame & Petrucka, 2021).
Healthcare Disparities, Inequalities, and Interventions
Ineffective communication affects many patients, particularly those with limited English proficiency (LEP). These patients often find it difficult to understand medical information, which can cause disparities in quality of care and health outcomes. Tackling this issue necessitates the use of healthcare resources, such as culturally competent care and professional medical interpreter services, to support evidence-based communication practices (Wehbe-Alamah & McFarland, 2026).
Communication-related healthcare disparities include misinterpretation of instructions, unequal access to information, and lower patient satisfaction among diverse populations. These disparities are amplified by limited health literacy, language barriers, and cultural differences (Nisar et al., 2026). For example, patients who have difficulty understanding discharge instructions are at higher risk of complications or hospital readmission.
Communication gaps can be reduced by adopting evidence-based strategies that utilize standardized tools, such as the Teach-Back Method, which ensures patients understand by asking them to restate what they have understood in their own words. Trained interpreters can replace family members to improve confidentiality and accuracy in communication. Additionally, culturally competent communication training can be incorporated into nursing education and practice as part of a proven strategy (Samir et al., 2025).
Patient education should use materials appropriate to the patient’s health literacy level, language, and cultural background. This requires nurses to adapt their communication style to each individual patient, promoting active participation and understanding. Such an approach helps improve patient outcomes and encourages health equity (Wehbe-Alamah & McFarland, 2026).
Legal & Ethical Considerations and Intervention Challenges
The principle of autonomy is an ethical aspect of communication in nursing, requiring that information given to patients be accurate and understandable to enable them to make informed decisions. Poor communication can violate this principle by limiting patients’ understanding. A legal consequence of inadequate communication might involve informed consent: failure to clearly explain the benefits and risks can lead to legal repercussions for healthcare providers (Yoder-Wise & Sportsman, 2023).
A strategy to prevent the described ethical dilemma is to adopt patient-centered communication methods that convey information to patients in a manner that respects their preferences and values. Ethical standards are maintained through active listening and confirming understanding. To avoid legal issues, nurses should accurately record all communication and utilize interpreter services when needed to ensure proper informed consent (Yoder-Wise & Sportsman, 2023).
An anticipated challenge is managing time constraints that may limit the depth of interactions with patients, especially in busy clinical settings. Another expected issue is the lack of training in effective communication techniques and resistance to change among healthcare professionals. Overcoming these challenges requires leadership commitment to communication excellence, ongoing education, and organizational support (Yoder-Wise & Sportsman, 2023).
Participants and Interdisciplinary Approach
Effective communication interventions require collaboration among members of an interdisciplinary team. Three key participants include medical interpreters, physicians, and nurses. Medical interpreters address language barriers by facilitating accurate communication between healthcare providers and patients. Physicians contribute by providing medical information and working with nurses to ensure consistent messaging. Nurses coordinate care, deliver education, and assess patient understanding (Wehbe-Alamah & McFarland, 2026).
Including interdisciplinary members improves communication by bringing together diverse perspectives and expertise. For example, physicians offer clinical clarity, while interpreters guarantee linguistic accuracy. This collaborative approach encourages evidence-based practice by ensuring patient-centered and comprehensive communication strategies (Kwame & Petrucka, 2021). Interdisciplinary teamwork boosts care quality, minimizes errors, and enhances patient safety.
Quality Improvement
Addressing communication gaps is an essential strategy for improving patient outcomes, including boosting patient satisfaction, lowering hospital readmissions, and increasing treatment adherence. Effective communication improves health outcomes by helping patients better understand their conditions and actively participate in their care (Nasir et al., 2026).
Enhancing communication is essential in the nursing profession, as it helps minimize workplace errors, strengthen professional relationships, and improve clinical judgment. Additionally, it increases nurses’ confidence and supports their successful transition into practice. Resources such as standardized communication tools (e.g., SBAR) contribute to better patient outcomes by ensuring structured, clear information exchange (Wehbe-Alamah & McFarland, 2026).
Furthermore, continuing education programs and simulation-based training are valuable resources for enhancing nurses’ knowledge and competence in communication. These resources enable nurses to practice their communication skills in realistic scenarios, helping them to improve their readiness for clinical practice (Samir et al., 2025). Implementing these strategies helps to foster a culture of safety and supports quality improvement initiatives.
Conclusion
This paper examines the importance of communication in the Clinical Judgment Exam Readiness assessment, which is part of the NCLEX-RN® health promotion and maintenance category. Effective communication is vital for providing patient-centered, safe care, reducing healthcare disparities, and improving health outcomes. By addressing communication challenges through continuous education, fostering interdisciplinary teamwork, and using evidence-based strategies, we can improve patient care and support professional growth.
Resources such as training programs, standardized communication tools, and interpreter services improve communication and support evidence-based practice. Addressing communication challenges is essential because they impact care quality, health equity, and patient safety. Developing strong communication skills is vital for success on the NCLEX-RN® exam and for transitioning into a competent, professional nursing career.
Reference
Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: barriers, facilitators, and the way forward. BMC nursing, 20 (1), 158. https://doi.org/10.1186/s12912-021-00684-2
Nisar, S., Khan, S., Rehman, A., Gobis, R. A., Shaikhomer, M., Alshanberi, A. M., Hariri, N. H., Alshareef, M. H., & Alsanosi, S. M. (2026). The impact of language barriers on patients’ perception of their physician’s involvement in shared decision-making. Frontiers in public health, 13 , 1728046. https://doi.org/10.3389/fpubh.2025.1728046
Samir, M. M., Eisa, N. M., Khaled, H., Syed, W., Al-Rawi, M. B. A., Warda, A. E. A., Kamal, N. M., Mahmoud, R. S., & Refaee, A. S. (2025). The impact of communication skills training on patient-centered attitude and patient satisfaction: A longitudinal study of Egyptian physicians. Preventive medicine reports, 55 , 103117. https://doi.org/10.1016/j.pmedr.2025.103117
Watson, N. A. (2024). Effective Communication for Nursing Practice . SAGE Publications.
Wehbe-Alamah, H. B., & McFarland, M. R. (2026). Leininger’s Transcultural Healthcare: Concepts, Theories, Research & Practices . McGraw Hill LLC.
Yoder-Wise, P. S., & Sportsman, S. (2023). Leading and Managing in Nursing (8th ed.). Mosby RUA-Capstone Evidence-Based Paper.
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
Purpose
The student will analyze their performance on the Clinical Judgment Exam (CJE) Readiness and reflect on areas of
opportunity and strategies to promote NCLEX-RN® success and transition into practice. The student will apply
the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve
or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and
legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes
quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as
consumers of healthcare in a patient-centered environment.(PO 1)
CO 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with
health team members and consumers of care.(PO 3)
CO 3: Utilize information technology to manage knowledge, mitigate error, andsupport decision making with
health team members and consumers of care. (PO8)
CO4: Integrate criticalthinking, clinicalreasoning skills, best current evidence, clinical expertise, and patient/family
preferences/values in the implementation of the nursing process. (PO 4)
CO 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional
nursing, using data to monitor outcomes and improve quality and safety. (POs 5 and 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy
applies to this assignment.
Total points possible: 120 points
Preparing the assignment: Follow these guidelines when completing this assignment. Speak with your faculty
member if you have questions.
In this paper, the student will provide a detailed description of the relationship between the category from the
NCLEX-RN® examination blueprint, the priority concept (topic) selected based on assessment performance, and
professional practice.
1) Write a 4–6-page paper (not including the title page or reference page) using APA format.
2) Include the following sections:
a. Introduction – 12 points/10%.
• Offer a detailed description of the purpose statement for thepaper.
• Identify the priority concept (topic) from the Clinical Judgment Readiness Exam and align to one of the
four (4) main categories of the NCLEX-RN® examination blueprint:
a. Assurance of a safe and effective care environment
b. Health promotion and maintenance of health
c. Preservation of the patient population’s psychosocial integrity
d. Preservation of the patient population’s physiological integrity
• Provide a detailed description of the relationship between the category from the NCLEX-RN®
examination blueprint and the priority concept (topic).
• This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.
b. Importance – 12 points/10%
• Describe the primary importance of the priority concept (topic) to professional practice.
• Describe the importance of the priority concept (topic) to the health status of a patient population.
2
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
• Include 2 potential negative effect(s) to professional practice if the priority concept (topic) is
unresolved.
• Include 2 potential negative effect(s) to the patient population if the priority concept (topic) is
unresolved.
• Provide appropriate, adequate, and relevant scholarly support for this section.
c. Healthcare Disparities, Inequalities, and Interventions – 30 points/ 25%
• Identify a primary patient population that may be negatively influenced by the priority concept (topic)
if unresolved.
• Identify a healthcare resource to support evidence-based professional practice related to the priority
concept (topic).
• Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse
populations.
• Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities.
• Identify an evidence-based practice intervention.
• Discuss patient education considerations related to the priority concept (topic).
• Provide appropriate, adequate, and relevant scholarly support for this section.
d. Legal & Ethical Considerations and Intervention Challenges – 18 points/ 15%
• Identify one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in
professional practice.
• Discuss one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in
professional practice.
• Discuss one (1) strategy in prevention of legal consequences related to the priority concept (topic) in
professional practice.
• Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in
professional practice.
• Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in
professional practice.
• Provide appropriate, adequate, and relevant scholarly support for this section.
e. Participants and Interdisciplinary Approach – 12 points/10%
• Identify three (3) parties (identify two (2) members of a discipline outside of nursing) who will be
involved in the implementation of the priority concept (topic) interventions.
• Discuss the role of these member in the intervention implementation for the priority concept (topic).
• Discuss the benefit of including the identified interdisciplinary members from disciplines outside
nursing to promote evidence-based professional practice.
• Provide appropriate, adequate, and relevant scholarly support for this section.
f. Quality Improvement – 12 points/10%
• Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within
the clinical environment.
• Provide at least one (1) benefit to the nursing profession that will result from addressing this priority
concept (topic) in clinical professional practice.
• Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical
environment.
• Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting
improved clinical professional practice.
• Provide appropriate, adequate, and relevant scholarly support for this section.
g. Conclusion – 12 points/10%
• Provide a thorough recap of the purpose to promote increased evidence-based professional practice
knowledge related to the priority concept (topic) deficiency.
• Summarize resources identified to support improved evidence-based professional practice related to
the priority concept (topic).
3
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
• Include a complete statement describing why addressing the priority concept (topic) matters for
patient outcomes and evidence-based professional practice.
• This section should provide no new information and should be limited to 1-2 paragraphs.
h. APA Style and Organization 12 points/10%
• References are submitted with paper.
• Uses current APA format and is free of errors.
• Grammar and mechanics are free of errors.
• Paper is 4-6 pages, excluding title and reference pages.
• A minimum of three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the
textbook, are provided.
• Each section should have a cited source to support information provided.
For writing assistance, visit the Writing Center.
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
Grading Rubric
Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.
Assignment Section and
Required Criteria
(Points possible/% of total points available)
Highest Level of
Performance
High Level of
Performance
Satisfactory
Level of
Performance
Unsatisfactory
Level of
Performance
Section not
present
Introduction
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. A detailed description of the purpose statement for the
paper.
2. Identify the priority concept (topic) from the Clinical
Judgment Exam and align to one (1) of the four (4) main
categories of theNCLEX-RN® examination blueprint:
a. Assurance of a safe and effective careenvironment
b. Health promotion and maintenance of health
c. Preservation of the patient population’s psychosocial
integrity
d. Preservation of the patient population’s physiological
integrity
3. Provide a detailed description of the relationship between
the category from the NCLEX-RN® examination blueprint
and the priority concept (topic) identified on the Clinical
Judgment Exam.
4. This section should not exceed two (2) paragraphs. A
paragraph is 3-5 sentences.
Includes 4
requirements for
section.
Includes 3
requirements for
section.
Includes 2
requirements for
section.
Includes 1
requirements for
section.
No requirements
for this section
presented.
Importance
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. Describe the primary importance of the priority concept
(topic) to professional practice.
2. Describe the importance of the priority concept (topic) to
the health status of a patient population.
3. Include two (2) potential negative effects to professional
practice if the priority concept (topic) is unresolved.
Includes 5
requirements for
section.
Includes 4
requirements for
section.
Includes 3
requirements for
section.
Includes 2 or fewer
requirements for
section.
No requirements
for this section
presented.
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
4. Include two (2) potential negative effects to the patient
population if the priority concept (topic) is unresolved.
5. Provide appropriate, adequate, and relevant scholarly
support for this section.
Healthcare Disparities, Inequalities, and Interventions
(30 points/25%) 30 points 25 points 23 points 21 points 0 points
Required criteria
1. Identify a primary patient population that may be negatively
influenced by the priority concept (topic) if unresolved.
2. Identify a healthcare resource to support evidence-based
practice related to the priority concept (topic).
3. Summarize potential priority concept (topic) healthcare
disparities and inequalities related to diverse populations.
4. Propose an evidence-based solution for the priority concept
(topic) related to healthcare disparities.
5. Identify an evidence-based practice intervention.
6. Discuss patient education related to the priority concept
(topic).
7. Provide appropriate, adequate, and relevant scholarly
support for this section.
Includes 7
requirements for
section.
Includes 6
requirements for
section.
Includes 5
requirements for
section.
Includes 4 or fewer
requirements for
section.
No requirements
for this section
presented.
Legal & Ethical Considerations and Intervention
Challenges
(18 points/15%)
18 points 16 points 14 points 12 points 0 points
Required criteria
1. Identify at least one (1) ethical and one (1) legal implication
for addressing the priority concept (topic) in professional
practice RUA-Capstone Evidence-Based Paper.
2. Discuss at least one (1) strategy in prevention of an ethical
dilemma related to the priority concept (topic) in
professional practice.
3. Discuss at least one (1) strategy in prevention of legal
consequences related to the priority concept (topic) in
professional practice.
4. Identify one (1) anticipated challenge to the success of
preventing the priority concept (topic) in professional
practice.
Includes 6
requirements for
section.
Includes 5
requirements for
section.
Includes 4
requirements for
section.
Includes 3 or fewer
requirements for
section.
No requirements
for this section
presented.
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
5. Identify one (1) anticipated challenge to the success of
resolving the priority concept (topic) in professional practice.
6. Provide appropriate, adequate, and relevant scholarly
support for this section.
Participants and Interdisciplinary Approach
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. Identify three (3) primary parties (two members outside of
the nursing discipline) who will be involved in the
implementation of the priority concept (topic)
interventions.
2. Discuss the role of these members in the intervention
implementation for the priority concept (topic).
3. Discuss the benefit of including the identified
interdisciplinary members from disciplines outside nursing
to promote evidence-based professional practice.
4. Provide appropriate, adequate, and relevant scholarly
support for this section.
Includes 4
requirements for
section.
Includes 3
requirements for
section.
Includes 2
requirements for
section.
Includes 1
requirement for
section.
No requirements
for this section
presented.
Quality Improvement
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. Provide at least one (1) benefit in patient outcomes from
addressing the priority concept (topic) within the clinical
environment.
2. Provide at least one (1) benefit to the nursing profession
that will result from addressing this priority concept (topic)
in clinical professional practice.
3. Discuss at least one (1) resource utilized to promote
improved patient outcomes in the clinical environment.
4. Discuss at least one (1) resource utilized to increase
professional nurse knowledge promoting improved clinical
professional practice.
5. Provide appropriate, adequate, and relevant scholarly
support for this section.
Includes 5
requirements for
section.
Includes 4
requirements for
section.
Includes 3
requirements for
section.
Includes 2 or fewer
requirements for
section.
No requirements
for this section
presented.
Capstone Course
RUA-Capstone Evidence-Based Paper Guidelines
© 2023 Chamberlain University. All Rights Reserved
RUA- Capstone Evidence-Based Guidelines September 2023
Conclusion
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. Provide a thorough recap of the purpose to promote
increased evidence-based professional practice knowledge
related to the priority concept (topic) deficiency.
2. Summarize resources identified to support improved
evidence-based professional practice related to the
priority concept (topic). This section should not include
new information.
3. Include a complete statement describing why addressing
the priority concept (topic) matters for patient outcomes
and evidence-based professional practice. RUA-Capstone Evidence-Based Paper
4. This section should be a limited to 1-2 paragraphs.
Includes 4
requirements for
section.
Includes 3
requirements for
section.
Includes 2
requirements for
section.
Includes 1
requirement for
section.
No requirements
for this section
presented.
APA Format, Grammar, and Punctuation
(12 points/10%) 12 points 10 points 9 points 7 points 0 points
Required criteria
1. References are submitted with paper.
2. Uses current APA format and is free of errors.
3. Grammar and mechanics are free of errors.
4. Paper is 4-6 pages, excluding title and reference pages.
5. A minimum of three (3) scholarly, peer reviewed, primary
sources from the last 5 years, excluding the textbook, are
provided.
6. Each section should have a cited source to support
information provided.
Includes 6
requirements for
section.
Includes 5
requirements for
section.
Includes 4
requirements for
section.
Includes 3 or fewer
requirements for
section.
No requirements for
this section
presented.
Total Points Possible = 120 points
RUA-Capstone Evidence-Based Paper
