NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay
Sample Answer for NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay Included After Question
NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay
Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness Essay
Assessment Description
In order to successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change. In 750-1,000 words, analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed. You will use the assessment of the organization’s culture and readiness in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.
Include the following:
- Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc.
- Select an organizational readiness tool and assess the level or readiness for change within your organization. Identify the readiness tool and summarize the survey results. Discuss the degree to which the culture will support and sustain an evidence-based practice change. Consider strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources. Provide rationale.
- Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
- Propose strategies to better facilitate the readiness of the organization.
- Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
- Explain what information and communication technologies are needed for the implementation and how they will be integrated in the setting by the internal stakeholders. Explain how these will help improve nursing practice and care delivery for individuals and populations for your intervention.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite a minimum four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
3.1: Assess health care processes and systems to recommend measures for improving quality, safety, and cost-effectiveness across an organization.
3.3: Integrate appropriate information and communication technologies to improve nursing practice and care delivery for individuals and populations.
Resources
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Cultivate a Culture of Excellence at the Point of Care
Read “Cultivate a Culture of Excellence at the Point of Care,” by Medeiros, from Nursing Management (2020).
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006247-202005000-00002&LSLINK=80&D=ovft
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapters 15 and 18 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Agency for Healthcare Research and Quality
Explore the Agency for Healthcare Research and Quality (AHRQ) website.
A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing
Read “A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing,” by Pitmann et al., fr
… Read More
Organizational Readiness Tools for Global Health Intervention: A Review
Read “Organizational Readiness Tools for Global Health Intervention: A Review,” by Dearing, from Frontiers in Public Health
… Read More
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5840160/
The Checklist: Recognize Limits, but Harness Its Power
Read “The Checklist: Recognize Limits, but Harness Its Power,” by Grif Alspach, from Critical Care Nurse (2017).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125112053&site=ehost-live&scope=site
6 Steps for Transforming Organizational EBP Culture
Read “6 Steps for Transforming Organizational EBP Culture,” by Ogiehor-Enoma, Taqueban, and Anosike, from Nursing Management
… Read More
https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&NEWS=N&PAGE=fulltext&AN=00006247-201005000-00004&LSLINK=80&D=ovft
The Cochrane Collaboration
Explore the Cochrane Collaboration website.
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapters 23 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice
Read “Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice,” by Mat
… Read More
Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice
Read “Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice,” by Ost, Blalock, Fagan, Sweeney, an
… Read More
JBI EBP Resources
Use the JBI EBP Resources to search for EBP resources related to your project.
Cochrane Library
Explore the Cochrane Library website.
http://www.thecochranelibrary.com/view/0/index.html
Readiness Assessment
Read “Readiness Assessment” (2015), located on the Agency for Healthcare Research and Quality (AHRQ) website.
Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness – Rubric
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Organizational Culture and Degree to Which Culture Supports Change
12 points
Criteria Description
Organizational Culture and Degree to Which Culture Supports Change
-
5: Excellent
12 points
The organizational culture and the degree to which it supports change is thoroughly discussed. The various aspects of the culture are included. Thorough explanations and strong supporting research are provided.
- 4: Good
11.04 points
The organizational culture and the degree to which it supports change is discussed. Key aspects of the culture are included. In general, explanations and support are provided. Minor detail is needed for clarity or support.
-
3: Satisfactory
10.56 points
The organizational culture and the degree to which it supports change is summarized. Some key aspects of the culture are outlined but lack explanation and supporting research.
-
2: Less Than Satisfactory
9.6 points
The discussion of organizational culture and the degree to which it supports change is incomplete.
- 1: Unsatisfactory
0 points
The organizational culture and the degree to which it supports change is not discussed.
Organizational Readiness Tool and Readiness Assessment
13 points
Criteria Description
Organizational Readiness Tool and Readiness Assessment
- 5: Excellent
13 points
The organizational readiness tool is identified, and the survey results are presented. The degree to which the culture will support and sustain an evidence-based practice changes is thoroughly discussed. Strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources are clearly considered. Thorough explanations and strong supporting research are provided.
-
4: Good
11.96 points
The organizational readiness tool is identified, and the survey results are presented. The degree to which the culture will support and sustain an evidence-based practice changes is discussed. Strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources are generally considered. Some minor rationale is needed.
-
3: Satisfactory
11.44 points
The organizational readiness tool is identified, and the survey results are summarized. The degree to which the culture will support and sustain evidence-based practice changes is generally discussed. The narrative lacks explanation and supporting research.
-
2: Less Than Satisfactory
10.4 points
The organizational readiness tool is identified. The survey results and interpretation are incomplete.
-
1: Unsatisfactory
0 points
An organizational readiness tool is not selected; the level or readiness is not assessed.
Health Care Process and Systems Recommended for Improving Quality, Safety, Cost-Effectiveness (B)
10 points
Criteria Description
Health Care Process and Systems Recommended for Improving Quality, Safety, and Cost-Effectiveness (C.3.1)
-
5: Excellent
10 points
The health care process and systems recommended for improving quality, safety, and cost-effectiveness for the organization is thoroughly discussed. Thorough explanations and strong supporting research are provided.
-
4: Good
9.2 points
The health care process and systems recommended for improving quality, safety, and cost-effectiveness for the organization is discussed. Minor detail is needed for clarity or support.
-
3: Satisfactory
8.8 points
A summary on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is presented. The narrative lacks explanation and supporting research.
-
2: Less Than Satisfactory
8 points
A discussion on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is incomplete.
-
1: Unsatisfactory
0 points
A discussion on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is omitted.
Strategies to Facilitate Organizational Readiness
10 points
Criteria Description
Strategies to Facilitate Organizational Readiness
- 5: Excellent
10 points
Strategies to better facilitate the readiness of the organization are proposed. Minor detail is needed for clarity or support.
- 4: Good
9.2 points
Clear strategies to better facilitate the readiness of the organization are proposed. Thorough explanations and strong supporting research are provided.
-
3: Satisfactory
8.8 points
General strategies to better facilitate the readiness of the organization are proposed. The strategies lack explanation and supporting research.
-
2: Less Than Satisfactory
8 points
Strategies to better facilitate the readiness of the organization are incomplete.
-
1: Unsatisfactory
0 points
Strategies to better facilitate the readiness of the organization are not proposed.
Stakeholders and Team Members Needed
10 points
Criteria Description
Stakeholders and Team Members Needed
- 5: Excellent
10 points
The stakeholders and team members for the project, including their respective duties, are thoroughly identified.
- 4: Good
9.2 points
Key stakeholders and team members for the project, including their respective duties, are identified. Minor detail is needed for clarity or support.
- 3: Satisfactory
8.8 points
Some key stakeholders and team members for the project, including their respective duties, are outlined.
- 2: Less Than Satisfactory
8 points
Stakeholders and team members for the project are only partially identified.
- 1: Unsatisfactory
0 points
Stakeholders and team members for the project are omitted.
Information and Communication Technologies Needed (B)
10 points
Criteria Description
Information and Communication Technologies Needed (C.3.3)
- 5: Excellent
10 points
The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are discussed. How they will help improve nursing practice and care delivery for individuals and populations for the intervention is explained. Minor detail is needed for clarity or support.
- 4: Good
9.2 points
The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are clearly discussed. How they will help improve nursing practice and care delivery for individuals and populations for the intervention is thoroughly explained. Clear support is provided.
- 3: Satisfactory
8.8 points
The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are summarized. More explanation is need for how these will help improve nursing practice and care delivery for individuals and populations for the intervention.
- 2: Less Than Satisfactory
8 points
The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are only partially explained.
- 1: Unsatisfactory
0 points
The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are omitted.
Required Sources
5 points
Criteria Description
Required Sources
- 5: Excellent
5 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
- 4: Good
4.6 points
Number of required sources is met, but sources are outdated or inappropriate.
- 3: Satisfactory
4.4 points
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
- 2: Less Than Satisfactory
4 points
Number of required sources is only partially met.
- 1: Unsatisfactory
0 points
Sources are not included.
Thesis Development and Purpose
7 points
Criteria Description
Thesis Development and Purpose
- 5: Excellent
7 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
- 4: Good
6.44 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
- 3: Satisfactory
6.16 points
Thesis is apparent and appropriate to purpose.
- 2: Less Than Satisfactory
5.6 points
Thesis is insufficiently developed or vague. Purpose is not clear.
- 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
8 points
Criteria Description
Argument Logic and Construction
- 5: Excellent
8 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
- 4: Good
7.36 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
- 3: Satisfactory
7.04 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
- 2: Less Than Satisfactory
6.4 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
- 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing
5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
- 5: Excellent
5 points
Writer is clearly in command of standard, written, academic English.
- 4: Good
4.6 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
- 3: Satisfactory
4.4 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
- 2: Less Than Satisfactory
4 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
- 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (Use of appropriate style for the major and assignment)
5 points
Criteria Description
Paper Format (Use of appropriate style for the major and assignment)
- 5: Excellent
5 points
Template is fully used; There are virtually no errors in formatting style.
- 4: Good
4.6 points
All format elements are correct.
- 3: Satisfactory
4.4 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
- 2: Less Than Satisfactory
4 points
Template is used, and formatting is correct, although some minor errors may be present.
- 1: Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to as
5 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
- 5: Excellent
5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
-
4: Good
4.6 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
-
3: Satisfactory
4.4 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
-
2: Less Than Satisfactory
4 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
-
1: Unsatisfactory
0 points
Sources are not documented.
NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay 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 Read: NUR 590 Benchmark – Evidence-Based Practice Project Proposal Final Paper Essays
A Sample Answer For the Assignment: NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay
Title: NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay
Evidence-Based Practice Project Proposal: Implementation Plan
Anichat Adam-Bare
College of Nursing and Healthcare, Grand Canyon University
NUR 590: Evidence-Based Practice Project
Dr. Diana Ruiz
April 19th, 2023
NUR 590 EBP Project Proposal: Implementation Plan
Evidence-based practice (EBP) implementation involves actualizing ideas or best practices established by providers through their research. The implementation process entails several aspects that must be followed systematically to integrate a best practice identified in the research. In this case, the implementation plan focuses on the use of Fall TIPS (tailoring interventions for patient safety) as a bundled care approach to reduce and prevent the occurrence of falls among hospitalized adult patients in medical-surgical units by 20% within six months. Studies and evidence from the Agency for Healthcare Research and Quality (AHRQ) (2021) show that the Fall TIPS toolkit optimizes patient and family efforts in reducing falls. The implementation plan focuses on different aspects of executing the intervention for effective patient care quality delivery and outcomes. The purpose of this paper is to describe the implementation plan of the EBP project propose by exploring the different components of the plan, from setting to timelines and resources, methods and instruments as well as the interventions of the delivery process and barriers.
Setting and Access to Potential Subjects
The project’s setting is the medical-surgical ward with patients who are susceptible to falls due to their health status. The medical-surgical ward provides services to patients recovering from surgical procedures and a majority are susceptible to falls because of being weak. Patients in the unit will all be potential subjects (Barber, 2018). However, only those who will provide their informed consent voluntarily will be part of the subjects. The consent will be critical as it demonstrates their free will to be part of the project to reduce falls.
Timelines
The implementation timeline will be six months. The timeline will have different aspects that include creating an inter-professional collaboration team comprising all providers including nurses, nurse managers, and physicians. The initial week will be about planning and project requirement identification as well as the selection of research design. Nurse training will also happen in the first week on various aspects of the evaluation of the project. The entire activities and components of the time are in the appendix section of the paper.
Resources Required
Effective implementation of an evidence-based practice (EBP) project requires access to and availability of required resources. The EBP project will require resources from organizational leaders and managers as well as sufficient financial resources to implement Fall TIPs as an intervention in the facility to reduce falls (DeNisco, 2019). Human resources for the project will entail nurses, and trainers on the Fall TIPS as a bundled care approach and management. Financial resources for the project will be critical to facilitate training, purchase of required materials and equipment, especially technologies, and installation of the various components of the Fall TIPS. Nurses will require resources to produce informational sheets, enter key data on patients’ health status in electronic health records, and communicate within the setting.
Qualitative or Quantitative Design in Collecting Data and Effectiveness
The project will use a qualitative approach to collect data and perspectives from participants. Falls remain a critical health issue because the Center for Medicare and Medicaid Services (CMS) describes them as never events implying that facilities cannot be compensated for resources used in fall prevention efforts. Using a qualitative design is essential as it allows researchers to deploy techniques that include interviews, focus groups, observation, and literature through systematic review (DeNisco, 2019). The qualitative method would be effective for the proposed project as providers will implement a host of interventions that include fall risk assessment, safe ambulation, safe toileting, effective staff communication, early warning, and patient education. The use of different interventions means that providers will collect data, thoughts, experiences, and perspectives from patients and offer education or awareness information on the best strategies to address falls. Observation of the effects of each intervention would also be tabulated and focus groups will be established to implement certain aspects to assess the overall effectiveness of the Fall TIPS.
The proposed EBP project proposal focuses on reducing and preventing patient falls in the medical-surgical unit among adults. Through these interventions, providers will work collaboratively with all healthcare workers, patients, and their families to reduce the burden of falls by customizing the interventions based on patient needs (Dykes et al., 2018). As such, the project would be effective as it will help improve the quality of care for these patients, improve understanding of the efficacy of each intervention, and allow organizations to get reimbursement from CMS for quality improvement by reducing patient falls.
Monitoring Methods and Instruments
The project will have different methods and instruments or tools to monitor overall results for patients and the medical-surgical unit and the nurses. The team will use an audit tool and a patient satisfaction survey during the implementation process. The satisfaction survey will involve the research participants giving their opinions and perspectives on the overall efficacy of the different interventions. For instance, participants will identify an intervention that is suitable to their condition (Rebekah & Ravindran, 2018). The audit tool will assess the overall level of implementation of the different approaches and those that work for certain types of patients based on their conditions. Through these tools, stakeholders will evaluate the common effects of the Fall TIPS in improving patients’ overall mobility during their stay in the unit.
Intervention Delivery Process
Delivering the intervention will entail having an inter-professional team comprising different healthcare workers in the medical-surgical unit, especially nurses and other specialty nurses like anesthetists and those specializing in areas like ambulation, and data. The intervention will include having staff training on all aspects of the Fall TIPS, developing approaches to safe toileting, effective communication, and patient education. Patients and their families will get the education and know the possible signs of falls, and learn to use bed alarms where necessary, while nurses will learn and apply risk assessment approaches to the issue to ensure effective implementation.
Stakeholders Needed to Implementing the Plan
Stakeholders play a crucial role in the implementation of evidence-based practice project proposal since they offer resources, input, and feedback, collaborate to have a common goal and implement the recommended intervention to improve the quality of care and patient outcomes. The project will require a host of stakeholders, especially internal (Heng et al., 2020). These would include nurses, nurse leaders and managers, project team and trainers, patients and their families, organizational management, and health information technology vendors. The nurses, nurse leaders, and managers will implement the different parts of the Fall TIPS intervention while the project will be in charge of all actions, activities, and timelines for effective deliverables (Tang, 2019). Patients and families will be the beneficiaries of these interventions and will require knowledge as well as skills to improve their gait, mobility, and overall functioning. The organizational management and leaders will offer the resources needed to implement the project and support it.
Aspects of the Implementation Plan: Barriers, Challenges, and Proposed Strategies
The entire success of this EBP project proposal will rely on how stakeholders, especially the project manager, and team, handle different components of the initiative. The EBP implementation will encounter barriers that include resistance to change, limited resources, the need for organizational leaders’ support, and insufficient knowledge and skills by nurses on Fall TIPS (Pop et al., 2020). As such, the project will require facilitators who include organizational leaders and managers, nurse leaders, and change champions who will motivate others to accept the use of Fall TIPS as a bundled care approach to reduce and prevent falls in the medical-surgical unit.
The management and project team should take an active role and integrate all stakeholders in the project. This requires effective communication and the application of models like Lewin’s change theory for employees to accept and embrace change. The integration and involvement of all nurses will ensure that the project attains its intended purpose. Again, predictable timelines would be critical for the success of this project.
Feasibility of the Project
The feasibility of the Fall TIPS intervention is high based on its cost-benefit analysis and approach. The cost incurred in implementing the intervention will be estimated and evaluate overall benefits that will accrue to patients and healthcare organizations, especially the medical-surgical unit (Tang, 2019). Based on the cost of implementation and the associated benefit compared to the effects of falls, the facility and unit will implement the Fall TIPS to reduce and prevent falls while improving the quality of care offered to patients.
Conclusion
Implementing this proposed EBP project to reduce and prevent falls in the medical-surgical unit will be critical to improving the quality of care offered to patients. Through the elaborate stages, stakeholders will assess the overall positive effects of the Fall TIPS intervention to reduce falls and improve the quality of life and patient outcomes. The implementation will focus on ensuring that all healthcare providers in the facility participate and develop a common goal to improve care provision. The Fall TIPS framework will help the unit reduce fall rates and improve the overall quality of care and patient satisfaction.
References
Agency for Healthcare Research and Quality (AHRQ) (2021). Fall TIPS: A Patient-Centered
Fall Prevention Toolkit. https://www.ahrq.gov/patient-safety/settings/hospital/fall-tips/index.html
Dykes, P. C., Adelman, J. S., Alfieri, L., Bogaisky, M., Carroll, D., Carter, E., … & Spivack, L.
- (2019). The fall TIPS (tailoring interventions for patient safety) program: A collaboration to end the persistent problem of patient Falls. Nurse Leader, 17(4), 365-370. https://doi.org/10.1016/j.mnl.2018.11.006
Barber, B. (2018). Research on human subjects: Problems of social control in medical
experimentation. Routledge.
DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:
Essential Knowledge for the Profession. Jones & Bartlett Learning.
Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital
falls prevention with patient education: a scoping review. BMC Geriatrics, 20, 1-12. DOI: https://doi.org/10.1186/s12877-020-01515-w
Pop, H., Lamb, K., Livesay, S., Altman, P., Sanchez, A., & Nora, M. E. (2020). Tailoring a
comprehensive bundled intervention for ED fall prevention. Journal of emergency nursing, 46(2), 225-232. DOI: 10.1016/j.jen.2019.11.010.
Ratnapalan, S. (2019). 37 Leading and managing change in healthcare organizations. BMJ
Leader, 3(Suppl 1), A14-A14. http://dx.doi.org/10.1136/leader-2019-FMLM.37
Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of
Continuing Nursing Education, 19(1), 62.
Tang, K. N. (2019). Change management. In Leadership and Change Management (pp. 47–55).
Springer, Singapore.
Appendices
Appendix 1: Timelines
| Time | Task Name | Sub-Task | Status | Assigned | Start
Date |
End
Date |
Duration |
| First Month/Week
|
Creation of a multidisciplinary team
Requirements identification |
Training | Week 1 | Week 2 | 2 Weeks | ||
| First Month
Week 2-3 |
Identification of Barriers
Stakeholder Engagement |
Resources of allocation | Week 3 | Week 4 | 2 Weeks | ||
| Second Month | Implementation | Risk assessment
Patient Education |
Week
2 |
Week 2 | 1 Week | ||
| Third Month | Implementation | Safe toileting
Effective communication |
Week
2 |
Week
3 |
1 Week | ||
| 4 Month
Week 3 & 4 Fourth Month |
Implementation | Safe ambulation | Week 3 | Week
4 |
6 Weeks | ||
| Fifth Month | Review & Implementation | Review & Implementation | Week
1 |
Week
2 |
2 Weeks | ||
| Six Month | Evaluation | Evaluation and completion |
Appendix 2: Draft Budget and Resource List
a). Budgetary Estimates:
| Item | Cost (U.S. $) |
| Trainer’s Fee | 2,000 |
| Vote heads for different interventions | 15,000 |
| Integration of health Information Technologies | 4,000 |
| Education campaign and awareness | 1,000 |
| Total | 23,000 |
b). Required Human Resources
- Administrator/ unit manager
- Nurse/Project Manager
- Nurse Practitioners
- Trainers
Appendix 3: APA Checklist
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☒ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and the format is correct throughout.
☒ The title page is present. APA format is applied correctly. There are no errors.
☒ The introduction is present. APA format is applied correctly. There are no errors.
☒ Topic is well defined.
☒ Strong thesis statement is included in the introduction of the paper.
☒ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☒ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☒ All sources are cited. APA style and format are correctly applied and are free from error.
☒ Sources are completely and correctly documented on a References page, as appropriate to the assignment and APA style, and the format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and are usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☒ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.