| Course | HS499 Bachelor's Capstone in Health Science |
|---|---|
| Unit | Unit 10 |
| Paper type | Capstone presentation |
| Length | About 860 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health Science |
| Updated | October 2026 |
Free sample paper for HS499 Unit 10
Twelve Minutes, One Decision: A Unit 10 Capstone Presentation Asking a Nursing Home Quality Committee to Charter a One-Hall Pilot
[Student Name]
Purdue University Global
HS499: Bachelor's Capstone in Health Science
Unit 10 Capstone Presentation
[Instructor Name]
[Date]
Brookmere Care Center, its committee, staff and every figure are composite; the sources cited are real.
Slide 1: The Request
Slide text: Charter a 12-week pilot of evening lift staging and resident-assigned slings on Hall B.
Speaker notes: Good afternoon. There is a single decision on the table today: whether to charter a twelve-week pilot on one hall. Everything that follows explains why I think it is worth trying and how we will know whether it worked. The committee's role under federal rules is to identify quality problems and charter projects to address them (42 C.F.R. § 483.75, 2024), so I have framed this as a charter request with a scope, a measure and a report date.
Slide 2: The Problem in One Chart
Slide text: Resident-handling injuries by shift, last two years: day 13, evening 17, night 14.
Speaker notes: Of 44 injuries to nursing assistants during resident handling over two years, 31 happened on evening or night shifts. Most occurred during transfers that the residents' own care plans assign to a lift. The committee knows injuries are a problem; the chart shows where they concentrate.
Slide 3: The Locked Door
Slide text: After 9 p.m., the nearest lift is behind a locked door. Average time to fetch it: 6 minutes.
Speaker notes: This slide shows a photograph of the equipment room door at 9:15 p.m. I timed the walk from the farthest room on each hall, including finding the charge nurse for the key. It averaged six minutes. During the day, lifts are parked on halls and reachable in under a minute.
Slide 4: What Night Staff Do Instead
Slide text: Lift use for full-body transfers: days 86 percent, evenings 41 percent, nights 22 percent.
Speaker notes: These figures come from a two-week tally by charge nurses. They likely overstate night lift use, because some transfers happen out of sight.
Slide 5: What the Evidence Says
Slide text: Programs that worked combined equipment within reach, a written rule and trained staff. Equipment helps only when it is used.
Speaker notes: Studies in nursing homes found injury reductions when lifts, a policy and training came together (Collins et al., 2004). A study of nurses found that having equipment available did not protect them unless it was actually used (Lee et al., 2013). We have lifts; we have a use problem.
Slide 6: The Pilot
Slide text: Hall B, 12 weeks. Lift parked on hall from 3 p.m. Sling for each lift resident, stored in room. Written rule on mechanical transfer. One trained resource person per evening and night shift.
Speaker notes: Hall B has eleven lift residents, the most of any hall. The resource person comes from existing staff; no new positions are requested.
Slide 7: Cost
Slide text: About 1,200 dollars for the pilot: 11 slings plus laundry. Full rollout later: about 4,300 dollars a year.
Speaker notes for the administrator: The pilot uses lifts we own. The main cost is slings at about 95 dollars each, plus a laundry charge confirmed at 160 dollars for twelve weeks.
Slide 8: Staffing
Slide text: No new positions. The resource role is a duty, not a job.
Speaker notes for the director of nursing: The resource person is a trained assistant already on the shift who checks lift placement at the start and helps with the first transfer if asked. If the role proves too much on nights, the midpoint review will say so.
Slide 9: Measures
Slide text: Primary: share of evening and night full-body transfers done with a lift. Balancing: call light response time. Tracked: injuries and lift damage.
Speaker notes: The primary measure comes from the lifts' own cycle counters, cross-checked with a short log nursing assistants keep on sampled nights. If call light times rise, we will know the change has a cost.
Slide 10: Will the Lift Stay Put?
Slide text: Lift parked in a marked bay; checked at 3 p.m. and 11 p.m.; damage logged.
Speaker notes for the nursing assistant question: The room was locked after a lift was damaged in a hallway. The pilot parks the lift in a marked bay at the end of Hall B and checks it at each shift start. If it is damaged or moved, the log will show it.
Slide 11: Decision and Report Date
Slide text: Charter the pilot today. Midpoint review at week 6. Final report at week 13.
Speaker notes: I am asking for a charter with the director of nursing as owner and a report at week thirteen.
Every slide either states the request, shows the problem or answers a question a committee member is likely to ask before voting.
Backup Slide and Leave-Behind
A backup slide lists answers to five likely questions, including fire code clearance for parked lifts and what happens if a resident refuses the lift. A one-page leave-behind repeats the request, the chart, the pilot design, cost and measures.
References
42 C.F.R. § 483.75 (2024). https://www.ecfr.gov/current/title-42/chapter-IV/subchapter-G/part-483/subpart-B/section-483.75
Collins, J. W., Wolf, L., Bell, J., & Evanoff, B. (2004). An evaluation of a "best practices" musculoskeletal injury prevention program in nursing homes. Injury Prevention, 10(4), 206-211. https://doi.org/10.1136/ip.2004.005595
Lee, S.-J., Faucett, J., Gillen, M., & Krause, N. (2013). Musculoskeletal pain among critical-care nurses by availability and use of patient lifting equipment: An analysis of cross-sectional survey data. International Journal of Nursing Studies, 50(12), 1648-1657. https://doi.org/10.1016/j.ijnurstu.2013.03.010
What the HS499 Unit 10 assignment asks for
The final unit typically asks for a presentation of your capstone to its intended audience, with slides, speaker notes and supporting materials. Expect a deck sized to the time available, notes that carry the detail, and a way to handle questions. Eleven or twelve slides for a twelve-minute slot is common. Open with the decision you are asking for, especially for committees used to chartering projects. Keep problem slides few, because the audience usually knows the problem. Show the evidence briefly and the local finding vividly. Address cost, staffing and practical worries on their own slides. Close with the decision and a report date. Provide a leave-behind and backup answers. Rehearse answers to the hardest question each member is likely to ask.
Inside the HS499 Unit 10 example
Slide 1 states the request and frames it as a charter under the federal quality program rule. Slides 2 to 4 show injuries by shift, the locked equipment room and lift use by shift. Slide 5 summarizes the evidence. Slides 6 to 10 cover the pilot design, cost, staffing, measures and whether parked lifts will stay put, each with notes for a specific committee member, and the highlighted sentence explains how every slide earns its place. Slide 11 restates the decision and report date. A backup slide and a one-page leave-behind close the set. The leave-behind repeats the request and the numbers in one page. Notes on the cost slide speak directly to the administrator.
Where the points sit in the HS499 Unit 10 rubric
Capstone presentations are commonly graded on clarity of the request, fit to audience and time, quality of evidence presented, anticipation of questions and professionalism of materials. Clarity and fit often weigh most: graders reward decks that state the decision first and spend time on what the audience must weigh. Evidence earns credit when it is brief and tied to the local finding. Anticipating likely objections in notes or backup slides is valued. Professional materials include speaker notes and a leave-behind. Accurate citations complete the grade. Presentations that read the capstone paper chapter by chapter, or bury the request at the end, tend to lose points.
HS499 Unit 10 help: mistakes that cost points
A frequent weakness in capstone presentations is too many slides for the time. Another is opening with background instead of the decision. Some students show dense tables the audience cannot read. Objections are rarely anticipated, so questions derail the decision. Speaker notes are often missing or repeat the slides word for word. If your audience is different, perhaps a board, a department meeting or an employer panel, tell us who decides and how long you have, and we will build the deck around their decision. Practice the timing aloud; twelve minutes passes quickly once questions begin. Avoid ending on limitations alone; end on the decision and its date.
Get an HS499 Unit 10 example written to your instructions
Final presentations differ in audience, length and format: live, recorded, narrated slides. Say who the stated audience is and how many minutes are allowed, and attach the rubric with the final paper or draft. Deck and notes will be pitched at that audience alone. No charge applies to a first custom sample; delivery within 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More HS499 papers and BS in Health Science samples
- HS499 Unit 1: Capstone Scoping Paper
- HS499 Unit 2: Annotated Bibliography
- HS499 Unit 3: Problem Statement
- HS499 Unit 4: Literature Synthesis
- HS499 Unit 5: Discussion Board Post
- HS499 Unit 6: Needs Assessment
- HS499 Unit 7: Portfolio Piece
- HS499 Unit 8: Seminar Reflection
- HS499 Unit 9: Capstone Project Draft
- HS460 Unit 10: Project Closeout Report
- HS450 Unit 10: Strategic Plan
HS499 Unit 10 questions, answered
What if the audience is imaginary?
Most capstone presentations name an audience the student will not actually face, such as a board or a committee. Treat it as real: pitch the request, vocabulary and questions to that group. The sample writes for a nursing home quality committee because its members have the authority to charter the pilot, which makes the request concrete.
How many slides fit twelve minutes?
Roughly one per minute is a common working ratio, so the sample settles on eleven plus backups. Dense slides need more time than sparse ones, so the notes deserve more attention than the tally. If the rubric sets a slide limit or requires a recorded narration, include that detail and the custom deck follows it.
Should the presentation include limitations?
Briefly, and in the audience's terms. The sample mentions that the evidence supports bundled programs rather than single components, and that the pilot's comparison is before-and-after on one hall. Stating limits plainly strengthens the request, because the committee is approving a test, not a guarantee of results.
Should a capstone presentation open with the request?
For a committee that charters projects, yes. Stating the decision first lets the rest of the time be spent earning it rather than building suspense.
Where can I find a free HS499 Unit 10 sample paper?
The whole Unit 10 presentation is on this page, eleven slides with notes asking a quality committee to charter a one-hall pilot.