NR 505 Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion
Sample Answer for NR 505 Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion Included After Question
The Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion assignment is due
Sunday at the end of week 7 at 11:59pm MT. The guidelines and rubric are located below and also in
Course Resources. Please note that for this assignment you are to include your Week 2 and Week 5
content along with the new content for this week. Only the new content will be graded. Having a final
completed document of your EBP project will assist you in your future Concluding Graduate Experience
courses within your specialty track.
A Sample Answer For the Assignment: NR 505 Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion
Title: NR 505 Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion
Purpose
This assignment provides the opportunity for the student to complete their MSN EBP proposal. This
assignment includes the final sections of the proposal which are data collection, analysis, evaluation,
dissemination of results, and conclusion.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1. Integrate evidence-based practice and research to support advancement of holistic nursing care
in diverse healthcare settings. (PO # 1)
CO #2. Integrate knowledge related to evidence-based practice and person-centered care to improve
healthcare outcomes. (PO #2, 5)
CO #4. Develop knowledge related to research and evidence-based practice as a basis for designing and
critiquing research studies. (PO 1, 2, 3, 5)
CO #5. Analyze research findings and evidence-based practice to advance holistic nursing care initiatives
that promote positive healthcare outcomes. (PO 1, 2, 5)
Due Date Sunday 11:59 PM MT at the end of Week Seven
Total Points: 150 points
Requirements
Description of the Assignment
For this assignment, the student will complete MSN EBP project proposal by including the final sections
of data collection, analysis, evaluation, dissemination of results, and conclusion.
Criteria for Content
1. The entire proposal paper (excluding the title page and reference pages) should be maximum of
45 pages. This includes assignments from Week 2 and Week 5 along with the new content you
will be writing for the Week 7 assignment. Points will be lost for exceeding this length
requirement.
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2. Title page, running head, body of paper, and reference pages must follow APA guidelines as
found in the 6 th edition of the manual. This includes the use of headings for each section of the
paper except for the introduction where no heading is used.
3. The paper should be presented in the following ordered sections:
Title Page
Overview of evidenced-based practice project
Identification of nursing concern to be improved
PICOT/PICo question and literature search
Theoretical framework
Research literature support
Research approach and design
Sampling
Proposed implementation with a change model
Data collection
Analysis
Evaluation
Dissemination of Results
Conclusion
References
4. Data Collection: In this section, students provide a comprehensive and detailed description regarding
how data are to be collected. The required content includes:
A. For quantitative design the required content includes:
Provide a detailed explanation on how data collection will occur
Identify the data collection points
Explain the length of time for data collection
Explain all source(s) of data (i.e. self-report, questionnaires, structured observation,
biophysiologic)
Describe 2 (two) methods that will be useful in enhancing data quality
Use scholarly references to provide information regarding selected data collection method.
B. For qualitative design the required content includes:
Describe the type of data to be collected (i.e. observation, interview, artifacts)
Provide a detailed explanation on how data collection will occur
Explain the data collection points
Explain the length of time for data collection
Explain the proposed method to achieve data saturation
Describe 2 (two) methods that would be used to enhance data quality
Use scholarly references to provide information regarding selected data collection method
4. Analysis: In this section, students provide a detailed explanation on how data will be analyzed.
A. For quantitative data the required content includes:
Discuss descriptive statistics and their use to explain the characteristics of the sample of this EBP
proposal
Describe one type of inferential statistics and their use in this EBP proposal
Use scholarly references to provide information regarding selected data collection method
B. For qualitative data the required content includes:
Explain how data analysis is organized
Discuss the use of themes and coding for this EBP proposal
Explain triangulation and its relevance to this qualitative design
Use scholarly references to provide information regarding selected data collection method
5. Evaluation: In this section, students will present information regarding methods useful to
objectively determine if outcomes from implementing this proposed EBP proposal would be
positive for stakeholders as well as the nursing practice area reflected in their specialty track.
The required content includes:
Describe how each of the stakeholders identified earlier in this EBP proposal will experience
improved outcome(s) from implementing this project
Describe 2 (two) changes or improvements to nursing practice that may result in the your
specialty track area at the micro level if this EBP project was to be implemented
6. Dissemination of Results: In this section, students will identify specific methods that may be
used to share the results from successful implementation of this EBP proposal. The required
content includes:
Discuss how the results of this EBP project can be shared with stakeholders
Discuss how the results of this EBP project can be shared with members of your future practice
area at the facility, community, state, and national levels
7. Conclusion: In this section, the student will identify a summary of their EBP project as well as
consider the potential contribution to their specialty track practice setting. The required content
includes:
Provide a comprehensive summary of key points from this EBP proposal project
Provide a summary of the potential contributions of this EBP proposal project to your specialty
track practice and identified practice setting
8. Preparing the Assignment
Criteria for Format and Special Instructions
1. The final proposal paper (excluding the title page and reference page) should not exceed 45
(forty-five) pages. Points will be lost for not meeting this length requirement.
2. Headings are required and listed in above. All headings should be formatted following APA
requirements
3. Title page, body of paper, reference page(s), and appendix must follow APA guidelines as found
in the 6 th edition of the manual.
4. Provide all of your references; formatted in APA style, as reference page(s).
Rubric
Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion
Week 7: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion
Criteria Ratings Pts
This criterion is linked
to a Learning
OutcomeData
Collection
35.0 pts
Presentation of
information was
exceptional and
included all of
the following
elements: For
quantitative
design the
required
content
includes: •
Provide a
detailed
explanation on
how data
31.0 pts
Presentation of
information was
good, but was
superficial in
places and
included all of
the following
elements: For
quantitative
design the
required
content
includes: •
Provide a
detailed
28.0 pts
Presentation of
information was
minimally
demonstrated in
the all of the
following
elements For
quantitative
design the
required
content
includes: •
Provide a
detailed
explanation on
13.0 pts
Presentation of
information in
one or two of
the following
elements fails to
meet
expectations:
For quantitative
design the
required
content
includes: •
Provide a
detailed
explanation on
0.0 pts
Presentation of
information is
unsatisfactory in
three or more of
the following
elements: For
quantitative
design the
required
content
includes: •
Provide a
detailed
explanation on
how data
35.0 pts
collection will
occur • Identify
the data
collection points
• Explain the
length of time
for data
collection •
Explain the all
source(s) of data
(i.e. self-report,
questionnaires,
structured
observation,
biophysiologic)
• Describe 2
(two) methods
that will be used
to enhance data
quality • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative
design the
required
content
includes: •
Describe the
type of data to
be collected (i.e.
observation,
interview,
artifacts) •
Provide a
detailed
explanation on
how data
collection will
explanation on
how data
collection will
occur • Identify
the data
collection points
• Explain the
length of time
for data
collection •
Explain the all
source(s) of data
(i.e. self-report,
questionnaires,
structured
observation,
biophysiologic)
• Describe 2
(two) methods
that will be used
to enhance data
quality • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative
design the
required
content
includes: •
Describe the
type of data to
be collected (i.e.
observation,
interview,
artifacts) •
Provide a
detailed
explanation on
how data
collection will
occur • Identify
the data
collection points
• Explain the
length of time
for data
collection •
Explain the all
source(s) of data
(i.e. self-report,
questionnaires,
structured
observation,
biophysiologic)
• Describe 2
(two) methods
that will be used
to enhance data
quality • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative
design the
required
content
includes: •
Describe the
type of data to
be collected (i.e.
observation,
interview,
artifacts) •
Provide a
detailed
explanation on
how data
how data
collection will
occur • Identify
the data
collection points
• Explain the
length of time
for data
collection •
Explain the all
source(s) of data
(i.e. self-report,
questionnaires,
structured
observation,
biophysiologic)
• Describe 2
(two) methods
that will be used
to enhance data
quality • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative
design the
required
content
includes: •
Describe the
type of data to
be collected (i.e.
observation,
interview,
artifacts) •
Provide a
detailed
explanation on
how data
collection will
occur • Identify
the data
collection points
• Explain the
length of time
for data
collection •
Explain the all
source(s) of data
(i.e. self-report,
questionnaires,
structured
observation,
biophysiologic)
• Describe 2
(two) methods
that will be used
to enhance data
quality • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative
design the
required
content
includes: •
Describe the
type of data to
be collected (i.e.
observation,
interview,
artifacts) •
Provide a
detailed
explanation on
how data
collection will
occur • Explain
the data
collection points
• Explain the
length of time
for data
collection •
Explain the
proposed
method to
achieve data
saturation •
Describe 2 (two)
methods that
would be useful
in enhancing
data quality •
Use scholarly
references to
provide
information
regarding
selected data
collection
method
how data
collection will
occur • Explain
the data
collection points
• Explain the
length of time
for data
collection •
Explain the
proposed
method to
achieve data
saturation •
Describe 2 (two)
methods that
would be useful
in enhancing
data quality •
Use scholarly
references to
provide
information
regarding
selected data
collection
method
collection will
occur • Explain
the data
collection points
• Explain the
length of time
for data
collection •
Explain the
proposed
method to
achieve data
saturation •
Describe 2 (two)
methods that
would be useful
in enhancing
data quality •
Use scholarly
references to
provide
information
regarding
selected data
collection
method
collection will
occur • Explain
the data
collection points
• Explain the
length of time
for data
collection •
Explain the
proposed
method to
achieve data
saturation •
Describe 2 (two)
methods that
would be useful
in enhancing
data quality •
Use scholarly
references to
provide
information
regarding
selected data
collection
method
occur • Explain
the data
collection points
• Explain the
length of time
for data
collection •
Explain the
proposed
method to
achieve data
saturation •
Describe 2 (two)
methods that
would be useful
in enhancing
data quality •
Use scholarly
references to
provide
information
regarding
selected data
collection
method
This criterion is linked
to a Learning
OutcomeAnalysis
25.0 pts
Presentation of
information was
exceptional and
included all of
the following
elements: For
22.0 pts
Presentation of
information was
good, but was
superficial in
places and
included all of
20.0 pts
Presentation of
information was
minimally
demonstrated in
the all of the
following
10.0 pts
Presentation of
information in
one of the
following
elements fails to
meet
0.0 pts
Presentation of
information is
unsatisfactory in
two or more of
the following
elements: For
25.0 pts
quantitative
data the
required
content
includes: •
Discuss
descriptive
statistics and
their use to
explain the
characteristics
of the sample of
this EBP
proposal •
Describe one
type of
inferential
statistics and its
use in this EBP
proposal • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative data
the required
content
includes: •
Explain how
data analysis is
organized •
Discuss the use
of themes and
coding for this
EBP proposal •
Explain
triangulation
and its
relevance to this
qualitative
the following
elements: For
quantitative
data the
required
content
includes: •
Discuss
descriptive
statistics and
their use to
explain the
characteristics
of the sample of
this EBP
proposal •
Describe one
type of
inferential
statistics and its
use in this EBP
proposal • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative data
the required
content
includes: •
Explain how
data analysis is
organized •
Discuss the use
of themes and
coding for this
EBP proposal •
Explain
triangulation
and its
elements: For
quantitative
data the
required
content
includes: •
Discuss
descriptive
statistics and
their use to
explain the
characteristics
of the sample of
this EBP
proposal •
Describe one
type of
inferential
statistics and its
use in this EBP
proposal • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative data
the required
content
includes: •
Explain how
data analysis is
organized •
Discuss the use
of themes and
coding for this
EBP proposal •
Explain
triangulation
and its
relevance to this
expectations:
For quantitative
data the
required
content
includes: •
Discuss
descriptive
statistics and
their use to
explain the
characteristics
of the sample of
this EBP
proposal •
Describe one
type of
inferential
statistics and its
use in this EBP
proposal • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative data
the required
content
includes: •
Explain how
data analysis is
organized •
Discuss the use
of themes and
coding for this
EBP proposal •
Explain
triangulation
and its
relevance to this
quantitative
data the
required
content
includes: •
Discuss
descriptive
statistics and
their use to
explain the
characteristics
of the sample of
this EBP
proposal •
Describe one
type of
inferential
statistics and its
use in this EBP
proposal • Use
scholarly
references to
provide
information
regarding
selected data
collection
method For
qualitative data
the required
content
includes: •
Explain how
data analysis is
organized •
Discuss the use
of themes and
coding for this
EBP proposal •
Explain
triangulation
and its
relevance to this
qualitative
design • Use
scholarly
references to
provide
information
regarding
selected data
collection
method
relevance to this
qualitative
design • Use
scholarly
references to
provide
information
regarding
selected data
collection
method
qualitative
design • Use
scholarly
references to
provide
information
regarding
selected data
collection
method
qualitative
design • Use
scholarly
references to
provide
information
regarding
selected data
collection
method
design • Use
scholarly
references to
provide
information
regarding
selected data
collection
method
This criterion is linked
to a Learning
OutcomeEvaluation
20.0 pts
Presentation of
information was
exceptional and
included all of
the following
elements: •
Describe how
each of the
stakeholders
identified
earlier in this
EBP proposal
will experience
improved
outcome(s)
from
implementing
this project •
Describe 2 (two)
changes or
improvements
to nursing
practice that
may result in
the your
specialty track
area at the
micro level if
18.0 pts
Presentation of
information was
good, but was
superficial in
places and
included all of
the following
elements: •
Describe how
each of the
stakeholders
identified
earlier in this
EBP proposal
will experience
improved
outcome(s)
from
implementing
this project •
Describe 2 (two)
changes or
improvements
to nursing
practice that
may result in
the your
specialty track
16.0 pts
Presentation of
information was
minimally
demonstrated in
the all of the
following
elements: •
Describe how
each of the
stakeholders
identified
earlier in this
EBP proposal
will experience
improved
outcome(s)
from
implementing
this project •
Describe 2 (two)
changes or
improvements
to nursing
practice that
may result in
the your
specialty track
area at the
8.0 pts
Presentation of
information in
one of the
following
elements fails to
meet
expectations: •
Describe how
each of the
stakeholders
identified
earlier in this
EBP proposal
will experience
improved
outcome(s)
from
implementing
this project •
Describe 2 (two)
changes or
improvements
to nursing
practice that
may result in
the your
specialty track
area at the
0.0 pts
Presentation of
information is
unsatisfactory in
two of the
following
elements: •
Describe how
each of the
stakeholders
identified
earlier in this
EBP proposal
will experience
improved
outcome(s)
from
implementing
this project •
Describe 2 (two)
changes or
improvements
to nursing
practice that
may result in
the your
specialty track
area at the
micro level if
20.0 pts
this EBP project
was to be
implemented
area at the
micro level if
this EBP project
was to be
implemented
micro level if
this EBP project
was to be
implemented
micro level if
this EBP project
was to be
implemented
this EBP project
was to be
implemented
This criterion is linked
to a Learning
OutcomeDissemination
of Results
20.0 pts
Presentation of
information
was
exceptional and
included all of
the following
elements: •
Discuss how
the results of
this EBP project
can be shared
with
stakeholders •
Discuss how
the results of
this EBP project
can be shared
with members
of your future
practice area at
the facility,
community,
state, and
national levels
18.0 pts
Presentation of
information
was good, but
was superficial
in places and
included all of
the following
elements: •
Discuss how the
results of this
EBP project can
be shared with
stakeholders •
Discuss how the
results of this
EBP project can
be shared with
members of
your future
practice area at
the facility,
community,
state, and
national levels
16.0 pts
Presentation of
information was
minimally
demonstrated in
the all of the
following
elements: •
Discuss how the
results of this
EBP project can
be shared with
stakeholders •
Discuss how the
results of this
EBP project can
be shared with
members of your
future practice
area at the
facility,
community,
state, and
national levels
8.0 pts
Presentation of
information in
one of the
following
elements fails to
meet
expectations: •
Discuss how the
results of this
EBP project can
be shared with
stakeholders •
Discuss how the
results of this
EBP project can
be shared with
members of
your future
practice area at
the facility,
community,
state, and
national levels
0.0 pts
Presentation of
information is
unsatisfactory in
two of the
following
elements: •
Discuss how the
results of this
EBP project can
be shared with
stakeholders •
Discuss how the
results of this
EBP project can
be shared with
members of your
future practice
area at the
facility,
community,
state, and
national levels
20.0 pts
This criterion is linked
to a Learning
OutcomeConclusion
10.0 pts
Presentation of
information was
exceptional and
included all of
9.0 pts
Presentation of
information was
good, but was
superficial in
8.0 pts
Presentation of
information was
minimally
demonstrated in
4.0 pts
Presentation of
information in
one of the
following
0.0 pts
Presentation of
information is
unsatisfactory in
two of the
10.0 pts
the following
elements: •
Provide a
comprehensive
summary of key
points from this
EBP proposal
project •
Provide a
summary of the
potential
contributions of
this EBP
proposal project
to your specialty
track practice
and identified
practice setting
places and
included all of
the following
elements: •
Provide a
comprehensive
summary of key
points from this
EBP proposal
project •
Provide a
summary of the
potential
contributions of
this EBP
proposal project
to your specialty
track practice
and identified
practice setting
the all of the
following
elements: •
Provide a
comprehensive
summary of key
points from this
EBP proposal
project •
Provide a
summary of the
potential
contributions of
this EBP
proposal project
to your specialty
track practice
and identified
practice setting
elements fails to
meet
expectations: •
Provide a
comprehensive
summary of key
points from this
EBP proposal
project •
Provide a
summary of the
potential
contributions of
this EBP
proposal project
to your specialty
track practice
and identified
practice setting
following
elements: •
Provide a
comprehensive
summary of key
points from this
EBP proposal
project •
Provide a
summary of the
potential
contributions of
this EBP
proposal project
to your specialty
track practice
and identified
practice setting
This criterion is linked
to a Learning
OutcomePaper
Specifications
10.0 pts
This section
included all of
the following: •
Paper meets
length
requirements of
not exceeding
45pages
excluding title
and reference
pages •
Headings are
required and
listed above. All
headings should
be formatted
following APA
requirements A
9.0 pts
This section
included three
of the following:
• Paper meets
length
requirements of
not exceeding
45 pages
excluding title
and reference
pages •
Headings are
required and
listed above. All
headings should
be formatted
following APA
requirements • .
8.0 pts
This section
included only
two of the
following: •
Paper meets
length
requirements of
not exceeding
45 pages
excluding title
and reference
pages •
Headings are
required and
listed above. All
headings should
be formatted
following APA
4.0 pts
This section
included only
one of the
following: •
Paper meets
length
requirements of
not exceeding
45 pages
excluding title
and reference
pages •
Headings are
required and
listed above. All
headings should
be formatted
following APA
0.0 pts
This section
included none
of the following:
• Paper meets
length
requirements of
not exceeding
45pages
excluding title
and reference
pages •
Headings are
required and
listed above. All
headings should
be formatted
following APA
requirements •
10.0 pts
dictionary
(except for
Definition
section),
required
textbooks for
this course and
Chamberlain
College of
Nursing lesson
information,
may NOT be
used as
scholarly
references for
this assignment.
• References are
current – within
a 5-year time
frame unless a
valid rationale is
provided and
the instructor
has approved
them.
• A dictionary
(except for
Definition
section),
required
textbooks for
this course and
Chamberlain
College of
Nursing lesson
information,
may NOT be
used as
scholarly
references for
this assignment.
• References are
current – within
a 5-year time
frame unless a
valid rationale is
provided and
the instructor
has approved
them.
requirements •
A dictionary
(except for
Definition
section),
required
textbooks for
this course and
Chamberlain
College of
Nursing lesson
information,
may NOT be
used as
scholarly
references for
this assignment.
• References are
current – within
a 5-year time
frame unless a
valid rationale is
provided and
the instructor
has approved
them.
requirements •
A dictionary
(except for
Definition
section),
required
textbooks for
this course and
Chamberlain
College of
Nursing lesson
information,
may NOT be
used as
scholarly
references for
this assignment.
• References are
current – within
a 5-year time
frame unless a
valid rationale is
provided and
the instructor
has approved
them.
Headings are
present and
consistent with
APA format. • A
dictionary
(except for
Definition
section),
required
textbooks for
this course and
Chamberlain
College of
Nursing lesson
information,
may NOT be
used as
scholarly
references for
this assignment.
• References are
current – within
a 5-year time
frame unless a
valid rationale is
provided and
the instructor
has approved
them.
This criterion is linked
to a Learning
OutcomeAPA Style
10.0 pts
APA guidelines,
as per the 6th
edition of the
manual, are
demonstrated
for the • title
page, • running
head, • body of
9.0 pts
APA guidelines,
as per the 6th
edition of the
manual, are
demonstrated
for the • title
page, • running
head, • body of
8.0 pts
APA guidelines,
as per the 6th
edition of the
manual, are
demonstrated
for the • title
page, • running
head, • body of
4.0 pts
APA guidelines,
as per the 6th
edition of the
manual, are
demonstrated
for the • title
page, • running
head, • body of
0.0 pts
APA guidelines,
as per the 6th
edition of the
manual, are
demonstrated
for the • title
page, • running
head, • body of
10.0 pts
paper (including
margins,
headings. font,
etc.), and
reference page
• One deduction
for each type of
APA format
error 0 to 1 APA
error was
present
paper (including
margins,
headings, font,
etc.), and
reference page
• One deduction
for each type of
APA format
error 2 – 3 APA
errors were
present
paper (including
margins,
headings, font,
etc.), and
reference page
• One deduction
for each type of
APA format
error 4 – 5 APA
were are
present
paper (including
margins,
headings, font,
etc.), and
reference page
• One deduction
for each type of
APA format
error 6 – 7 APA
were are
present
paper (including
margins,
headings, font,
etc.), and
reference page •
One deduction
for each type of
APA format
error 8 or
greater APA
errors were
present
This criterion is linked
to a Learning
OutcomeCitations
10.0 pts
There were 0-1
errors in the
crediting of ideas,
and information
that contributed
to knowledge
Permission to use
references older
than 5 years was
obtained from
faculty.
9.0 pts
There were 2-3
errors in the
crediting of ideas,
and information
that contributed
to knowledge
Permission to use
references older
than 5 years was
NOT obtained
from faculty.
8.0 pts
There were 4-5
errors in the
crediting of
ideas, and
information
that
contributed to
knowledge
4.0 pts
There were 6-7
errors in the
crediting of
ideas, and
information
that
contributed to
knowledge
0.0 pts
There were 8
or greater
errors in the
crediting of
ideas, and
information
that
contributed to
knowledge
10.0 pts
This criterion is linked
to a Learning
OutcomeWriting
Quality
10.0 pts
1–2 errors or
exceptions to
the rules of
grammar,
spelling, word
usage,
punctuation and
other aspects of
formal written
work as found
in the 6th
edition of the
9.0 pts
3 – 4 errors or
exceptions to
the rules of
grammar,
spelling, word
usage,
punctuation and
other aspects of
formal written
work as found
in the 6th
edition of the
8.0 pts
5 – 6 errors or
exceptions to
the rules of
grammar,
spelling, word
usage,
punctuation and
other aspects of
formal written
work as found
in the 6th
edition of the
4.0 pts
7 – 8 errors or
exceptions to
the rules of
grammar,
spelling, word
usage,
punctuation and
other aspects of
formal written
work as found
in the 6th
edition of the
0.0 pts
9 or greater
errors or
exceptions to
the rules of
grammar,
spelling, word
usage,
punctuation and
other aspects of
formal written
work as found in
the 6th edition
10.0 pts
APA manual APA manual APA manual APA manual of the APA
manual
Total Points: 150.0
PreviousNext
FNPs Role in Reducing Falls in Long-term Care Facilities
Week 7 Proposal
Fride Wandji
Chamberlain College of Nursing
NR505: Advanced Research Methods: Evidence-Based Practice
June 17, 2018
Data Collection
The restated PICo question is: “What are nurse practitioners (NPs) experiences in
providing care to patients who have fallen in an LTC and fractured bones in the United States?”
The data collection method that applies the best for my research topic is a quantitative survey/
questionnaire (Choy, 2014). Surveys are cost effective and can be mailed or emailed to
participants. Disseminating the surveys by email is a much faster process than mailing the
surveys to participants, but each method will all participants are provided an equal opportunity to
join in the survey process. The online option allows for a large, diverse population of NPs to be
sampled. The ability to survey large numbers of respondents reduces geographical dependence.
The strength of the survey or questionnaire is that it contains closed-ended questions and the
answer options are provided. A weakness with the survey/questionnaire is the questions and
answers are basic and lack detail. However, the researcher can ask numerous questions about a
subject, allowing for flexibility in data analysis. The researcher can also add a section of open –
ended questions that allow for short answers. According to Choy (2014), open-ended survey
questions can be turned into qualitative data. The best thing about surveys or questionnaires is
that from the collected data, researchers can infer respondents’ attitudes, opinions, beliefs,
values, and behavior and can generalize or transfer this information across multiple situations
(Choy, 2014). The survey/questionnaire will have a pre-test/post-test design. With this method,
the same research participants are surveyed on the same variables at multiple times during the
study.
To collect the data, researchers will assemble a team of two or three people. This team
will call the selected research participants and ask if they would prefer to receive the survey by
mail or via email. The team will then send out the first survey (pre-test) to each participant via
each respective method chosen. Once the completed surveys have been returned, data collection
team members will file the first set of surveys under “completed surveys: phase one.” This
process will need to be duplicated three times. Data collection team members will contact
participants who did not return completed surveys to ask if they still want to be a part of the
study and schedule a time for completed surveys to be returned.
Data Collection Points and Length of Data Collection
As established by pre-test/post-test design, the survey data will be collected at three
separate times during the study: at the start of the study, the midpoint of the study, and the end of
the study. The survey format and questions will remain the same during each time of
dissemination. Ponto (2015) states to guarantee that some data is gathered from as many
participants as possible and to ensure consistency of answers per survey participant, collecting
data at multiple times is necessary. Ponto (2015) also maintains passing out surveys at three
points will address the issue of getting participants to return the surveys on time, allow
researchers to compare respondents first set of answers to their second and third set of answers,
and provide a measure to safeguard against respondents rushing through the questions. With such
a wealth of data, researchers will be able to formulate a more comprehensive view of how to
implement fall prevention programs in LTC settings, as well as get an understanding of fall
prevention program participants’ attitudes and opinions. The estimated length of time to collect
the data for this EBP proposal is twelve weeks. Participants will be given surveys at the
beginning of the project, at the six-week mark, and at the 12-week mark.
Sources of Data
Commonly used quantitative sources of data are found in the form of self-reports like
structured interviews, surveys, and tests; structured or recorded observations; In vivo and In vitro
biophysiologic methods (Sutton & Austin, 2015). Conducting literature reviews of scholarly
articles, documents, and records is also a quantitative source of data (Sutton & Austin, 2015).
Self-reports are defined as detailed verbal communications between participants and designated
research recorders, usually disseminated in the form of interviews and surveys (Sutton & Austin,
2015). The format for interview must be structured, allowing the interviewer to ask the same
questions in the same order and offering no explanation for questions respondents do not
understand (Sutton & Austin, 2015). Surveys/questionnaires are self-reports that have been
developed to collect written responses from participants (Sutton & Austin, 2015). Quantitative
surveys should contain closed-ended, structured questions; some common formats of closed-
ended questions are as multiple choice, rank-order, true or false; Likert scale, and differential
scale (Sutton & Austin, 2015). The purpose of the questionnaire for this EBP proposed plan is to
obtain information about whether participants utilize holistic and complementary cancer
treatment effect care plans designed by family nurse practitioners (FNP). If participants do,
researchers aim to examine which therapies participants use and their attitudes, beliefs, and
opinions regarding these care therapies.
Observational sources of data are collected through visual and auditory methods, should
be structured and have a distinct format for how researchers will carry out the observations;
furthermore, all observations should be coded to minimize corruption and manipulation of data
(Sutton & Austin, 2015). An example of how a structured observation would fit into this research
EBP proposal is to create categories of questions for fall prevention program participants to
answer. One such category might describe the behavior of participants after they finish a fall
prevention program activity in their LTC settings. Observation formats should also contain rating
scales to rate participants characteristics and behaviors (Sutton & Austin, 2015). Biophysiologic
data collection methods are ideal for nurses. Biophysiologic self-report methods allow nurses to
evaluate their how their actions and nursing interventions determine or affect patient outcomes
(Sutton & Austin, 2015). Biophysiologic data collection methods also allow nurses to test
hypothesis and relates patients’ physiologic functions to common health illnesses (Sutton &
Austin, 2015). Conducting a literature review of published correlational studies and relevant
health demographic documents and records provides researchers opportunities to compare their
study results with the results of similar research studies.
Ensuring Quality Data
To guarantee quality data, I will design a survey or questionnaire that eliminates
unnecessary questions by defining the goals of the research then forming those goals into survey
questions. While there are no statistical tests for validity, Walonick (2018) suggests the
following steps to maintain validity and reliability: Find a participant who agrees to act as a
respondent and ask the person to complete the survey. Take note of any clarifying questions the
respondent asks about the survey. Take time to note which questions need “fixing” as these are
defective. In real life, respondents do not have the chance to ask the survey developer questions.
Once the original questions that have clarification issues have been modified, repeat the survey
completion process with a new test respondent. Continue this process until there are no more
questions from test respondents. This also allows me to keep the survey as short as possible,
which safeguards against respondent boredom like skipping over questions. Another way to
ensure quality data is to train research staff how to disseminate study information, collect data,
and interact with participants (Chen et al., 2014).
Analysis
Descriptive statistics are the outcome of analyzing and summarizing data. Descriptive
statistics “describe” raw data so that it become easier to understand and more meaningful to the
purpose of the study (Hayat, Powell, Johnson, Cadwell, 2017). Raw data are just numbers and
figures, but with descriptive statistics methods, researchers interpret data to create patterns.
Descriptive data methods are limiting because there is no agreed upon format that allows
researchers to develop supported conclusions for hypotheses beyond analyzed data (Hayat et al.,
2017). Descriptive statistics brings facts, figures, graphs and charts to life. There are two
components of descriptive statistics: measures of central tendency and spread are generally
utilized to summarize the qualities of the sample population (Hayat et al., 2017). In this EBP
proposal, researchers can use descriptive statistics to format raw data about how many nurses
have experience in implementing fall prevention and injury programs in clinical settings. Other
raw data that can be designed into graphs, charts, and statistics are the ages and injuries of fall
prevention program participants. For this EBP proposal, formulating relevant descriptive
statistics begins with the development of the survey questions. Researchers can use the
information gathered from collected surveys to identify any standard deviations before creating
descriptive statistics.
Inferential statistics not only describe but also make inferences, which are predictions
about a sample population based on the data collected from the sample population (Hayat et al.,
2017). Inferential statistics allow researchers to hypothesize and develop logical conclusions
about the research data and correlate it to the sample population (Hayat et al., 2017). Inferential
statistics help researchers consider aspects like probability judgements, variation of the same
data within the sample population, even question how dependable their observations are (Hayat
et al., 2017). The advantage to inferential statistics is they apply to more general conditions and
larger populations. Within this EBP proposal, inferential statistics can assist NPs decide with fall
prevention techniques are best applied to different age groups and in which settings.
Evaluation
The stakeholders in this EBP proposal are the sample participants, researchers conducting
the study, health organizations who have a vested and financial interest in the research project,
and anyone in the larger population agreeing or disagreeing with the study and its purpose.
Implementing this EBP proposal will improve outcomes for sample participants. Research
conducted by Harrison (2017) shows that NPs who collaborate to implement fall prevention
programs help reduce fall risk and improve health outcomes for patients. Li et al., (2013) show
that implementing the Tai Ji Quan program maximizes senior participation in community-based
fall prevention programs. 61% of senior participants who completed the program reported they
continue weekly Tai Ji Quan practice on their own. Also, research by Breimaier, Halfens, &
Lohrmann (2015) show that nurses’ knowledge on fall prevention increased 4.1% and how to
access the Falls Clinical Practice Guideline (CPG)
Researchers experience improvements since they can now share credible results and
outcomes with colleagues, sample participants, and research funders. This EBP proposal can
help establish which fall prevention program data is generalizable and transferable to larger
populations. It also provides a template for sound quantitative research design for understanding
fall related fractures phenomenon. Researchers have established sound criteria on how NPs in
LTC settings can implement or improve fall prevention initiatives and created a reason for LTC
organizational boards to structure policies that support EBP fall prevention programs. Health
based associations and clinical organizations experience better outcomes when research such as
this gives credibility their research and platforms. The result is that these organizations use this
information to lobby on a legislative level and to develop NP best practices and standards.
Dissemination of Results
The biggest barriers to implementing fall prevention programs in LTC setting are lack of
information and motivation. NP leaders play a significant role in overcoming these barriers. NP
leaders can inform nursing staff about falls prevention EBP practices during staff meetings and
start of shift meetings. NPs can lead open discussions that allow staff to provide feedback on the
status of at risk patients, as well as whether benchmarks and goals have been reached. The results
of this EBP project can also be shared with study participants. Once these stakeholders receive
the results, they may contact the research team to add valuable follow-up information (Curtis,
Fry, Shaban, & Considine, 2016). Two feasible ways to share the outcomes with participant
stakeholders are through social media and the local newspaper. Data findings can be put in
pamphlets to be disseminated at rehabilitation therapy clinics, LTC settings, or assisted living
communities. Gerontology practitioners can also play a role is disseminating the findings to
participant and patient stakeholders. Sharing results with health organizations and colleagues can
be achieved through passing out information pamphlets at health conferences, publishing the
study is a scholarly or peer-reviewed publication. Health care industry magazines and health care
organization websites are also good places to publish validated research outcomes (Curtis et al.,
2016).
Disseminating information to state and national policymakers has different dynamics
because these stakeholders have very little time and need the information presented to them in a
condensed format. So, researchers must decide what part of the information to disseminate and
by which medium. Dodson, Geary, and Brownson (2015) state that policymakers on the national
and state levels use EBP research results to shape health policies and create standards for health
access and equity. Geary, & Brownson, 2015). Polled legislators stated they prefer receiving
health-based research results that include financial cost of implementation in the format of
statistics, graphs, and charts (Dodson, Geary, & Brownson, 2015). When disseminating
information to policymaker stakeholders on the state and national levels, researchers should post
findings on government and university websites, in health care advocacy group publications, and
on health lobbyist websites (Dodson, Geary, & Brownson, 2015).
Conclusion
The contribution of EBP to professional nursing is vast. Since its professional inception,
nursing has evolved the way nurses provide optimal patient care and the way in which they are
educated. Over the past decade, EBP has been garnering more attention from nursing
professionals and has slowly emerged as an excellent standard by which to provide clinical care
Quantitative research is objective and conclusive and aids in the implementation of evidence-
based treatment interventions (Choy, 2014). The quantitative research approach provides the
format and methodology to distinguish and quantify multiple reasons why patient’s fall in
clinical settings, as well as apply the same methods to determining which NP designed fall- and
injury-prevention programs are effective and which programs are ineffective. Furthermore,
quantitative research will allow me to compare my findings with data from clinical settings that
do not have NP designed fall- and injury-prevention programs and determine if NPs even inform
patients about fall prevention strategies. Since quantitative research is comprised of methods that
allow for the comprehensive examination of the actions of a small or large group of participants,
I will then be able to understand how prevalent the results are to small and large populations. The
preferred sample population of nurses is nurse practitioners; however, experiences of registered
nurses (RNs) and licensed practical nurses (LPNs) will be considered. Nursing patients must be
adult males and females, ranging in age from 21 years old and above (around or above 90 years
old). Study participants must be in a long-term care or acute care facility for more than 48 hours.
These facilities include but are not limited to nursing homes, acute care hospitals, and LTC
rehabilitation facilities.
All research participants have rights that include knowing why the research is
being conducted, being informed of the risks or side effects that will or may occur, asking
questions during any phase of the research, requesting that personal information be kept private,
and dropping out of the research project at any time. Participants should be well informed about
patient rights regarding confidentiality and anonymity, protection from harm, and informed
consent. The biggest barriers to implementing fall prevention programs in LTC setting are lack
of information and motivation. NP leaders play a significant role in overcoming these barriers.
To motivate nurses to stay diligent about helping patients avoid falls, NP leaders can institute a
merit-based program that rewards the nurse with the least patient falls per month. Once nurses
feel comfortable they will be supported by management if they implement EBP falls prevention
strategies, the clinical setting will change to a more patient centered environment. Supporting
EBP practices is an organizational effort. NP leaders can improve access to falls prevention
resources by having these resources available onsite for nurses to interact with.
References
Breimaier, H. E., Halfens, R., & Lohrmann, C. (2015). Effectiveness of multifaceted and tailored
strategies to implement a fall-prevention guideline into acute care nursing practice: A
before-and-after, mixed-method study using a participatory action research approach.
BMC Nursing, 14(18). Retrieved from
https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-015-0064-z
Chen, H., Hailey, D., Wang, N., & Yu, P. (2014). A review of data quality assessment methods
for public health information systems. International Journal of Environmental Research
and Public Health, 11(5), 5170–5207. Retrieved from
http://doi.org/10.3390/ijerph110505170
Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and
complimentary between qualitative and quantitative approaches. IOSR Journal Of
Humanities And Social Science (IOSR -JHSS), 19(4), 99-104. Retrieved from
https://s3.amazonaws.com/academia.edu.documents/37208325/N0194399104.pdf?AWS
AccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1527688542&Signature=1kS
mo8tbMB1e8VxJp5c6szw0NAo%3D&response-content-
disposition=inline%3B%20filename%3DThe_Strengths_and_Weaknesses_of_Research.
pdf
Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2016). Translating research findings to
clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872. Retrieved from
https://doi.org/10.1111/jocn.13586
Dodson, E. A., Geary, N. A., & Brownson, R. C. (2015). State legislators’ sources and use of
information: bridging the gap between research and policy. Health Education Research,
30(6), 840–848. http://doi.org/10.1093/her/cyv044
Harrison, B. E. (2017). Fall prevention program in the community: A nurse practitioner’s
contribution. The Journal for Nurse Practitioners, 13(8), e395–e397. Retrieved from DOI:
https://doi.org/10.1016/j.nurpra.2017.06.017
Hayat, M. J., Powell, A., Johnson, T., & Cadwell, B. L. (2017). Statistical methods used in the
public health literature and implications for training of public health professionals. PLoS
ONE, 12(6), e0179032. Retrieved from http://doi.org/10.1371/journal.pone.0179032
Li, F., Harmer, P., Stock, R., Fitzgerald, K., Stevens, J., Gladieux, M., … Voit, J. (2013).
Implementing an Evidence-Based Fall Prevention Program in an Outpatient Clinical
Setting. Journal of the American Geriatrics Society, 61(12), 2142–2149. Retrieved from
http://doi.org/10.1111/jgs.12509
Ponto, J. (2015). Understanding and evaluating survey research. Journal of the Advanced
Practitioner in Oncology, 6(2), 168–171.Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/
Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and
Management. The Canadian Journal of Hospital Pharmacy, 68(3), 226–231. Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4485510/
Walonick, D. S. (2018). Survey design guidelines. Retrieved from
https://www.statpac.com/survey-design-guidelines.htm
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Also Check Out: NR 505 Week 7: Exploring Research Results