HS499 Unit 6 Needs Assessment Example

Reviewed by Elspeth Marlowe, MSN, RN Bachelor's Capstone in Health Science Purdue University Global Free custom sample in 24 to 48h

This HS499 Unit 6 needs assessment measures how far a composite nursing home's evening and night resident handling sits from practice the evidence supports, beginning with the six minutes it takes to fetch a lift from a locked room after 9 p.m. As part of Purdue Global HS 499 in the BS in Health Science, the sixth unit asks students to assess local needs against a standard. The sample uses five data sources, including a three-night inventory, timed walks and a survey of 58 nursing assistants, and builds each gap from a cited standard and documented practice. A stated rule ranks access and slings first, ahead of policy, peer support and care plan accuracy.

CourseHS499 Bachelor's Capstone in Health Science
UnitUnit 6
Paper typeNeeds assessment
LengthAbout 850 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBS in Health Science
UpdatedOctober 2026

Free sample paper for HS499 Unit 6

1

Six Minutes to Fetch a Lift After 9 p.m.: A Unit 6 Capstone Needs Assessment Measuring the Gap Between Evidence and Practice

[Student Name]

Purdue University Global

HS499: Bachelor's Capstone in Health Science

Unit 6 Needs Assessment

[Instructor Name]

[Date]

Brookmere Care Center, its residents, staff and every measurement are composite; the sources cited are real.

What this part is doingBuilding every gap from a cited standard, a documented practice and a stated difference keeps the assessment from inventing expectations locally.
2

Methods

Five sources were used:

1. The injury and illness log for the past two years.

2. An equipment and sling inventory taken on three nights in one month.

3. Timed walks, with a stopwatch, from the farthest room on each of four halls to the equipment room, collecting the key from the charge nurse first.

4. Care plan transfer fields for all 118 residents, reviewed on one date.

5. An anonymous staff survey returned by 58 of 94 nursing assistants, a 62 percent response rate.

Each finding is compared with a standard drawn from the literature synthesis, so that no expectation is invented locally.

Findings and Gaps

Gap 1: Lift access at night. Standard: lifts within reach of the residents who need them at all hours (Occupational Safety and Health Administration [OSHA], 2009). Practice: after the evening medication pass the equipment room is locked, and its only key travels with the charge nurse. Timed walks averaged six minutes to retrieve a lift, ranging from four to nine minutes, compared with under one minute during the day, when lifts are parked on halls. Gap: large.

Gap 2: Sling availability. Standard: each lift resident has a correctly sized sling available when needed. Practice: the inventory found 22 full-body slings for 41 lift residents; on the three nights counted, an average of 9 slings were in the laundry. The survey said slings were "usually available," while the inventory showed otherwise; both figures are reported, and the inventory is given more weight because it was counted. Gap: large.

Gap 3: Written policy. Standard: a written rule making mechanical transfer the expected method for residents care-planned for a lift (Collins et al., 2004). Practice: Brookmere's resident handling policy recommends lifts "when appropriate" and does not prohibit manual transfers. Gap: moderate.

Gap 4: Trained peer support on each shift. Standard: a trained resource person available on each shift. Practice: two day-shift staff are trained as lift resources; no one on evenings or nights. Gap: moderate.

Gap 5: Staffing on nights. Standard: none set by the evidence for nursing homes. Practice: two nursing assistants per hall on nights. Gap: not rated, because the evidence offers no standard and the capstone cannot change staffing; recorded so the recommendation works within it.

Gap 6: Care plan accuracy. Standard: transfer method in the care plan matches the resident's current status. Practice: 4 of 41 lift residents' care plans had not been updated in over six months. Gap: small.

The largest gaps are access gaps, a locked room and missing slings, not gaps in staff knowledge or willingness.

What this part is doingReporting both the survey and the inventory when they disagreed, and saying which was trusted, shows the grader how conflicting evidence was handled.
3

Ranking Rule

Gaps were ranked by two criteria stated in advance: how directly the gap explains manual transfers on evening and night shifts, judged from the injury log and survey comments, and whether the facility can close it within a pilot. Access and slings rank first and second because both directly prevent lift use at night and both can be fixed without new staff. Policy ranks third, peer support fourth and care plan accuracy fifth. Staffing is not ranked.

What Staff Said

Survey comments were consistent. Forty-four of the 58 respondents described fetching the lift at night as the main reason for manual transfers. Several wrote that they would use the lift every time if it were on the hall with the right sling. A smaller group, mostly newer staff, said they were never shown how to use the lift alone with two people.

What this part is doingStating the ranking rule before applying it lets a reader see that access and slings rank first because of the rule, not the author's preference.
4

Injury Pattern

Over two years, 31 of 44 resident-handling injuries occurred on evening or night shifts. Injuries clustered between 9:00 p.m. and 1:00 a.m., the hours after the equipment room locks and before residents settle.

What the Assessment Means

The evidence supports keeping lifts within reach and making their use expected (Lee et al., 2013). Brookmere's largest gaps are exactly there. The recommendation in later units should begin with access and slings, then add a written rule and a trained peer on evenings and nights.

How the Gaps Interact

The gaps reinforce one another. Even if lifts were parked on every hall, missing slings would still send staff to the laundry, and without a written rule, a nursing assistant facing a resident's call light and a missing sling has no backing for making the resident wait. Closing one gap alone may produce little change, which matches the literature's finding that combined programs work better than single measures. The recommendation therefore needs to address access and slings together, with the policy and peer support following closely.

Limits

The survey response rate was 62 percent, and staff who did not respond may differ. The inventory covered three nights. Timed walks were done by the author, who knows the building well, so real retrieval times may be longer.

5

References

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

Occupational Safety and Health Administration. (2009). Guidelines for nursing homes: Ergonomics for the prevention of musculoskeletal disorders (OSHA 3182-3R). U.S. Department of Labor.

The Purdue Global HS499 Unit 6 instructions

Unit 6 commonly asks for a needs assessment comparing current practice at your site with an evidence-based standard. Expect methods listing your data sources, findings organized as gaps, a ranking of gaps and implications for your recommendation. Seven pages built around a gap table is typical. Draw each standard from your literature synthesis so no expectation is invented locally. Document current practice with a source and date. Where two sources disagree, report both and explain which you trust. State your ranking rule before applying it. Record constraints you cannot change, such as staffing, without ranking them. Close with what the assessment means for the recommendation and its limits. Keep the table readable at a glance.

How this HS499 Unit 6 example is built

A methods section lists five sources and the survey response rate. Six gaps follow, each with standard, practice and size, from night access to care plan accuracy, and the highlighted sentence finds the largest gaps are access, not knowledge. The sling gap reports both the survey and the inventory and explains which was trusted. A ranking rule places access and slings first. Sections report staff comments, the injury pattern by hour and how the gaps interact. A closing section ties the gaps to the evidence and names limits, including the author's own timed walks. Each gap uses the same three-part structure, which makes the table easy to scan.

Reading the HS499 Unit 6 grading rubric

Needs assessments are usually graded on methods, the link between standards and evidence, accuracy of findings, the ranking of gaps and implications. The link between standards and evidence, and the ranking, often weigh most: graders reward gaps built from cited standards and a ranking rule stated before it is applied. Methods earn credit when several sources are used and response rates reported. Handling conflicting data openly is valued. Implications should connect clearly to the recommendation. Tables and citations complete the grade. Assessments that invent local standards, rely on one source, or list problems without ranking them tend to lose points. Reporting response rates and the dates of each data source is commonly rewarded.

Common HS499 Unit 6 mistakes, and how to avoid them

The most frequent shortfall is a standard that comes from the student's opinion rather than the literature. Another is relying only on a staff survey without checking it against records or observation. Some students hide disagreements between sources. Gaps are often listed without any ranking rule. Constraints like staffing are sometimes ranked as gaps the project cannot address. If your site's data differ, perhaps incident reports or audit results, tell us what you can measure and we will build the gap table from those sources against cited standards. Remember to state limits, including who collected the data and how familiar they were with the building. Watch for gaps that are really solutions in disguise, such as buy more lifts.

Get an HS499 Unit 6 example written to your instructions

Needs assessments run on whatever data a setting permits: counts, walkthroughs, surveys, published benchmarks. Describe what can be gathered or already has been, attach the rubric, and each gap will sit beside its evidence standard, with brackets for figures still to come. There is no charge for a first sample; 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 6 questions, answered

Can a needs assessment use data I have not collected yet?

It can be written with bracketed placeholders and a methods section describing how each figure will be gathered, which many sections accept at the draft stage. All of the sample's figures are composite, each labeled as such. Any data collection involving staff or residents needs the facility's permission, and the observations themselves remain the student's own work.

Why did the survey and the inventory disagree?

Surveys capture what staff believe or remember; an inventory captures what was physically there on a given night. Nursing assistants may count a sling on another hall as available, while the inventory counted only slings within reach. The sample reports both figures, explains the difference, and relies on the physical count for the gap because it is closer to what a transfer needs.

Should staffing appear if the project cannot change it?

Yes, as a documented gap ranked by the same criteria as every other. Leaving it out would suggest the writer missed it; promising to fix it would overreach. The sample records staffing ratios on later shifts as real, connected to the injury pattern and outside the facility's short-term control, which places it last.

Where can I find a free HS499 Unit 6 sample paper?

The whole Unit 6 assessment is on this page, six gaps built from cited standards and ranked by a rule stated in advance.

What should a needs assessment do when two data sources disagree?

Report both figures, explain why they differ and say which source is given more weight, such as a physical count over survey impressions.