NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay

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NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay

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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:

  1. 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.
  2. 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.
  3. Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
  4. Propose strategies to better facilitate the readiness of the organization.
  5. Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
  6. 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.

http://www.ahrq.gov/

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

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137966882&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

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

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The Cochrane Collaboration

Explore the Cochrane Collaboration website.

http://www.cochrane.org/

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

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104283177&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

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

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=143440827&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

JBI EBP Resources

Use the JBI EBP Resources to search for EBP resources related to your project.

https://jbi.global/ebp

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.

https://www.ahrq.gov/tea

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

  1. 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.

  1. 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.

  1. 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.

  1. 2: Less Than Satisfactory

9.6 points

The discussion of organizational culture and the degree to which it supports change is incomplete.

  1. 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

  1. 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.

  1. 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.

  1. 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.

  1. 2: Less Than Satisfactory

10.4 points

The organizational readiness tool is identified. The survey results and interpretation are incomplete.

  1. 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)

  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.

  1. 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.

  1. 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.

  1. 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. 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

  1. 5: Excellent

10 points

Strategies to better facilitate the readiness of the organization are proposed. Minor detail is needed for clarity or support.

  1. 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.

  1. 3: Satisfactory

8.8 points

General strategies to better facilitate the readiness of the organization are proposed. The strategies lack explanation and supporting research.

  1. 2: Less Than Satisfactory

8 points

Strategies to better facilitate the readiness of the organization are incomplete.

  1. 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

  1. 5: Excellent

10 points

The stakeholders and team members for the project, including their respective duties, are thoroughly identified.

  1. 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.

  1. 3: Satisfactory

8.8 points

Some key stakeholders and team members for the project, including their respective duties, are outlined.

  1. 2: Less Than Satisfactory

8 points

Stakeholders and team members for the project are only partially identified.

  1. 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)

  1. 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.

  1. 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.

  1. 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.

  1. 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. 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

  1. 5: Excellent

5 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

  1. 4: Good

4.6 points

Number of required sources is met, but sources are outdated or inappropriate.

  1. 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.

  1. 2: Less Than Satisfactory

4 points

Number of required sources is only partially met.

  1. 1: Unsatisfactory

0 points

Sources are not included.

Thesis Development and Purpose

7 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

7 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

  1. 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.

  1. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

5.6 points

Thesis is insufficiently developed or vague. Purpose is not clear.

  1. 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

  1. 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.

  1. 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.

  1. 3: Satisfactory

7.04 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

  1. 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. 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)

  1. 5: Excellent

5 points

Writer is clearly in command of standard, written, academic English.

  1. 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.

  1. 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.

  1. 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. 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)

  1. 5: Excellent

5 points

Template is fully used; There are virtually no errors in formatting style.

  1. 4: Good

4.6 points

All format elements are correct.

  1. 3: Satisfactory

4.4 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

  1. 2: Less Than Satisfactory

4 points

Template is used, and formatting is correct, although some minor errors may be present.

  1. 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)

  1. 5: Excellent

5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

  1. 4: Good

4.6 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

  1. 3: Satisfactory

4.4 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

  1. 2: Less Than Satisfactory

4 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

  1. 1: Unsatisfactory

0 points

Sources are not documented.

NUR 590 Benchmark - Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay
NUR 590 Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness Essay

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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:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 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:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   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:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  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:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

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.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

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.  

  1. (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  

  1. Administrator/ unit manager
  2. Nurse/Project Manager
  3. Nurse Practitioners 
  4. 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.