MSN 6030 Unit 8 Assignment: Evaluation Plan Design and Discussion

MSN 6030 Unit 8 Assignment: Evaluation Plan Design and Discussion

Sample Answer for MSN 6030 Unit 8 Assignment: Evaluation Plan Design and Discussion Included After Question

Context

Once an intervention is planned and implemented it is important to evaluate the degree to which the outcomes of the project were achieved. By evaluating the desired outcomes of an intervention, it is possible to make more informed decisions about opportunities for continuous improvement. It is also possible to identify strategies and approaches that could be useful in improving one’s personal practice in other contexts or care areas.

Instructions

Your
evaluation plan design and discussion will be the forth section of your final
project submission. The goal for this is to finalize the outcomes that your
plan is seeking to achieve and to create a plan to evaluate the degree to which
those outcomes were achieved after your intervention plan has been implemented.
This will allow you and your care setting to determine the degree to which the
plan was successful in addressing the identified need of your target population
and setting. You will also discuss ways in which your role allows you to lead
change and drive quality improvement, and to potentially improve the project in
the future. In addition, you will reflect on how the project will leave you
better prepared for success in other aspects of your current and future career.
Provide enough detail so that the faculty member assessing your implementation
plan design and discussion will be able to provide substantive feedback that

MSN 6030 Unit 8 Assignment  Evaluation Plan Design and Discussion
MSN 6030 Unit 8 Assignment  Evaluation Plan Design and Discussion

you will be able to incorporate into the final draft of your project. At
minimum, be sure to address the bullet points below, as they correspond to the
grading criteria. You may also want to read the scoring guide and the Guiding
Questions: Evaluation Plan Design and Discussion document (both linked in the
Resources) to better understand how each criterion will be assessed. In
addition to the bullet points below, provide a brief introduction that
refreshes the reader’s memory about your problem statement, your planned
intervention, and how you intended to implement your intervention (this should
only be a single paragraph).

Reminder:
these instructions are an outline. Your heading for this this section should be
Evaluation of Plan and not Part 1: Evaluation of Plan.

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Part 1:
Evaluation of Plan

Define the
outcomes that are the goal of an intervention plan.

Create an
evaluation plan to determine the impact of an intervention for a health
promotion, quality improvement, prevention, education, or management need.

Part 2:
Discussion

Advocacy

Analyze the
nurse’s role in leading change and driving improvements in the quality and
experience of care.

Explain how
the intervention plan affects nursing, and interprofessional collaboration, and
how the health care field gains from the plan.

Future
Steps

Explain how
the current project could be improved upon to create a bigger impact in the
target population as well as to take advantage of emerging technology and care
models to improve outcomes and safety.

Reflection
on Leading Change and Improvement

Reflect on
how the project has impacted your ability to lead change in personal practice
and future leadership positions.

Reflect on
the ways in which the completed intervention, implementation, and evaluation
plans can be transferred into your personal practice to drive quality
improvement in other contexts.

Address
Generally Throughout

Integrate
resources from diverse sources that illustrate support for all aspects of an
evaluation plan for an intervention, as well as for professional discussion
about the plan.

Communicate
evaluation plan and discussion of the project in a professional way that helps
the audience to understand how the outcomes will be evaluated, as well as what
was learned through the project process.

MSN 6030 Unit 8 Assignment  Evaluation Plan Design and Discussion Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.