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NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
Sample Answer for NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay Included After Question
Description:
Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.
Write a 750-1,000-word paper that describes your PICOT.
- Describe the population’s demographics and health concerns.
2. Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
3. Compare your intervention to previous practice or research.
4. Explain what the expected outcome is for the intervention.
5. Describe the time for implementing the intervention and evaluating the outcome.
6. Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
7. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
8. 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 the final appendix at the end of your paper.
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 at least four to six 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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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:
BA-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
MS Nursing: Public Health MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.
A Sample Answer For the Assignment: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
Title: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
The evidence-based practice (EBP) process results from integration of existing research, clinical expertise, and patient preferences aimed at customizing care and promoting effective care decision-making (Cullen et al., 2020). As such, the use of effective frameworks or models for change in the EBP allows change implementers to use appropriate models to guide the process to attain the expected outcomes. These models are critical in ensuring that all stakeholders accept changes so that there is minimal or no resistance (Amit-Aharon et al., 2020). Nurses as the core implementers of change require enough knowledge and participation to comprehend different components of the proposed change aimed at reducing falls among adult-hospitalized patients in medical-surgical unit through the use of TIPS toolkit as a bundled care approach. The purpose of this paper is to select and describe an evidence-based practice framework or model for change in implementing the mentioned intervention in clinical settings to reduce falls and their adverse effects.
Selected Model or Framework for Change
Organizations implementing EBP change interventions should adopt models that best fit their situations, align with the quality improvement goals and address priority clinical issues as well as guide a systematic and evaluative approach to enhancing collaboration in practice change (Melnyk et al., 2022). The selected model for this change process is the Iowa evidence-based practice to promote quality care (IEBPPQC). The Iowa model is appropriate for this project because it continues to be reviewed to better address sustainability of the EBP, enhance inter-professional change implementation and patient-centered care for clinicians and advanced practice registered nurses (APRNs), guiding them through a team-based and multiple process.
Stages of the Iowa EBP Model
The Iowa model is one of the most popular approaches in addressing and implementing changes to improve quality and patient outcomes. The model has seven essential stages or steps. These include identification of a problem-based trigger or knowledge-focused issue that generate the need for change in practice, determining if the issue is a priority for the healthcare organization, and analyzing the interest of the organizational team and stakeholders which entails searching for, appraising, and synthesizing literature associated with the issue (DeNisco, 2019). The fourth stage is to evaluate the availability and merit of evidence which implies understanding the level of evidence and its quality. The fifth step in the Iowa model is to pilot practice change based on the credibility and reliability of the available evidence. The pilot change intervention aims at assessing the level of impact that such practice will have on the organization, patients, and other stakeholders.
The sixth step is to evaluate the results of the pilot practice intervention to ascertain if the organization should or should not implement the practice change. The seventh step is to disseminate the change across the department if it is feasible and can result in significant benefits to the different stakeholders. After introducing the change, it is essential for stakeholders to continue monitoring, evaluating and analyzing the results while making necessary alterations to attain the expected outcomes.
Application of Each Stage of the Iowa Model
The Iowa EBP model is easy to use for the current issue of preventing and reducing falls among hospitalized adults in medical-surgical unit. The initial step in this case is to identify the need for change. The use of TIPS toolkit means that the stakeholders, especially nurses have identified falls as a trigger problem that reduces the quality of care because of its adverse effects on patients. Secondly, reducing and prevention of falls is a healthcare organization priority. The Centers for Medicare and Medicaid Services (CMS) considers patient falls as never events and does not compensate organizations for expenses and costs associated with the issue (DeNisco, 2019). As such, reducing and preventing falls is a priority for the organization to improve the quality of care it offers to patients and enhancing their overall safety.
The change team’s topic of interest on falls’ prevention through the TIPS toolkit is essential for the organization. In this case, team comprises of different stakeholders interested in developing, evaluating and implementing changes to improve patient safety because of their increased susceptibility to falls due to their condition. The EBP team in this case, comprises of different players, from physicians to nurses and physiotherapists as well as quality assurance experts to ensure that the proposed EBP intervention attains its set goals based on the PICOT framework. The next step for the team is to gather and analyze research associated to the desired practice change (Melnyk et al., 2022). As demonstrated through literature review and synthesis, sufficient evidence exists to support the use of fall TIPS toolkit to reduce and prevent falls in medical-surgical units among adult patients. The research illustrates that different facilities use the TIPS toolkit in their efforts to prevent and reduce falls.
The next aspect of the project will be to implement a pilot change practice based on the availability of not just reliable but also credible evidence (Duff et al., 2020). Based on the results from the pilot intervention, the team will appraise the outcomes before rolling out the entire change practice initiative to reduce falls and disseminate the process to nurses in the unit. As such, the intervention would become part of the routine process and culture in its quality improvement initiatives to attain better patient outcomes.
Conclusion
The use of an appropriate EBP model is essential for change implementation teams to achieve the desired changes in quality care improvement. The Iowa change model remains one of the most popular and easy to use frameworks to implement EBP interventions in healthcare organizations. As illustrated, this model is appropriate for the identified health issue of patient falls among adult patients in medical-surgical units
as it will help the change team achieve desired outcomes.
References
Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based practice
perception, information literacy self-efficacy, and academic motivation on nursing students’ future implementation of evidence-based practice. Journal of professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.
Cullen, L., Hanrahan, K., Farrington, M., Anderson, R., Dimmer, E., Miner, R., … & Rod, E.
(2020). Evidence-based practice change champion program improves quality care. JONA: The Journal of Nursing Administration, 50(3), 128-134.
DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:
Essential Knowledge for the Profession. Jones & Bartlett Learning.
Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based
practice environment: an interpretive description. Implementation science communications, 1(1), 1-9. DOI: https://doi.org/10.1186/s43058-020-00070-0
Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing &
healthcare: A guide to best practice. Lippincott Williams & Wilkins.
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NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
Assessment Description
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select 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:
- Identify the selected model or framework for change and discuss its relevance to your project.
- Discuss each of the stages in the change model/framework.
- Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.
- Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.
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 minimum of 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
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
Resources
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Guidelines and Measures
Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.
https://www.ahrq.gov/gam/index.html
Study Designs
Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.
https://www.cebm.ox.ac.uk/resources/ebm-tools/study-designs
Evidence Based Medicine: Levels of Evidence
Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois/Chicago’s Library of the Health Sciences at Peo
… Read More
http://researchguides.uic.edu/content.php?pid=232200&sid=1921074
Nursing Best Practice Guidelines
Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.
http://www.rnao.org/Page.asp?PageID=861&SiteNodeID=133
Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results
Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Sur
… Read More
Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice
Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by Nursing Outlo
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0029655401478390
A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes
Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by
… Read More
Critical Appraisal Tools
Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine (CEBM) website.
https://www.cebm.ox.ac.uk/resources/ebm-tools/critical-appraisal-tools
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
… Read More
View Resource
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Worksheet for Using Practice Guidelines
Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and S
… Read More
http://www.ebm.med.ualberta.ca/CPGWorksheet.html
Star Model
Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.
https://www.uthscsa.edu/academics/nursing/star-model
Iowa Model of Evidence-Based Practice: Revisions and Validation
Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from Worldviews on Evidence-Bas
… Read More
https://lopes.idm.oclc.org/log
Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change – Rubric
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Selected Model or Framework for Change
12 points
Criteria Description
Selected Model or Framework for Change
-
5: Excellent
12 points
The selected model or framework and its relevance to the project are thoroughly discussed. Rationale or support is provided.
-
4: Good
11.04 points
The selected model or framework and its relevance to the project are discussed. Some detail is needed for clarity or support.
- 3: Satisfactory
10.56 points
The selected model or framework and its relevance to the project are incomplete.
- 2: Less Than Satisfactory
9.6 points
The selected model or framework and its relevance to the project are summarized. More information or support is needed.
- 1: Unsatisfactory
0 points
The selected model or framework and its relevance to the project are not discussed.
Stages for Model or Framework
13 points
Criteria Description
Stages for Model or Framework
- 5: Excellent
13 points
The stages in the change model or framework are outlined. There are some inaccuracies. More information is needed.
- 4: Good
11.96 points
The stages in the change model or framework are thoroughly discussed.
- 3: Satisfactory
11.44 points
The stages in the change model or framework are discussed. Some detail is needed for clarity or accuracy.
- 2: Less Than Satisfactory
10.4 points
The stages in the change model or framework are not discussed.
- 1: Unsatisfactory
0 points
The stages in the change model or framework are only partially discussed.
Application of Model or Framework to Proposed Implementation
15 points
Criteria Description
Application of Model or Framework to Proposed Implementation
- 5: Excellent
15 points
Application of each stage of the model or theoretical framework to the proposed implementation is thoroughly described.
- 4: Good
13.8 points
General application of each stage of the model or theoretical framework to the proposed implementation is outlined. More information is needed.
- 3: Satisfactory
13.2 points
Application of each stage of the model or theoretical framework to the proposed implementation is described. Some detail is needed for clarity or support.
- 2: Less Than Satisfactory
12 points
Application of each stage of the model or theoretical framework to the proposed implementation is incomplete.
- 1: Unsatisfactory
0 points
Application of each stage of the model or theoretical framework to the proposed implementation is omitted.
Concept Map for Model or Framework
15 points
Criteria Description
Concept Map for Model or Framework
- 5: Excellent
15 points
A detailed and accurate concept map for the selected conceptual model or framework is attached in the Appendix.
- 4: Good
13.8 points
A concept map for the selected conceptual model or framework is attached in the Appendix. Some detail is needed for clarity or accuracy.
- 3: Satisfactory
13.2 points
A general concept map for the selected conceptual model or framework is attached in the Appendix. There are inaccuracies.
- 2: Less Than Satisfactory
12 points
The concept map for the selected conceptual model or framework is incomplete or inaccurate. The concept map is attached, but not in the Appendix.
- 1: Unsatisfactory
0 points
A concept map for the selected conceptual model or framework is omitted.
Application of Theoretical Framework in Decision Making (B)
10 points
Criteria Description
Application of Theoretical Framework in Decision Making (C.1.2)
- 5: Excellent
10 points
The author has clearly demonstrated the ability to effectively apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
- 4: Good
9.2 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is adequately demonstrated.
- 3: Satisfactory
8.8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is generally demonstrated. There are some gaps or inaccuracies.
- 2: Less Than Satisfactory
8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not consistently demonstrated. There are significant gaps and inaccuracies.
- 1: Unsatisfactory
0 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not demonstrated.
Required Sources
5 points
Criteria Description
Required Sources
- 5: Excellent
5 points
Number of required sources is met, but sources are outdated or inappropriate.
- 4: Good
4.6 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
- 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
Sources are not included.
- 1: Unsatisfactory
0 points
Number of required sources is only partially met.
Thesis Development and Purpose
7 points
Criteria Description
Thesis Development and Purpose
- 5: Excellent
7 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
- 4: Good
6.44 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
- 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
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
- 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
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.
- 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 (includes spelling, punctuation, grammar, language use)
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
All format elements are correct.
- 4: Good
4.6 points
Template is fully used; There are virtually no errors in formatting style.
-
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
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 Proposal Project Framework or Model for Change 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. |