NUR 590 Develop an evaluation plan for the evidence-based project proposal

Sample Answer for NUR 590 Develop an evaluation plan for the evidence-based project proposal Included After Question

Topic 6 DQ 1

Upcoming

Assessment Description

When reviewing the literature for your evaluation plan and different types of evidence for your project, what gaps in the findings did you encounter? How could these gaps influence other researchers?

NUR 590 What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing

Objectives:

Develop an evaluation plan for the evidence-based project proposal.
Identify gaps in the literature based on findings.
Evaluate evidence to determine and implement the best evidence for practice.

Assessments

Collapse All

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing

Evidence-Based Practice Project Proposal: Evaluation Plan

SUBMIT ASSIGNMENT

Requires LopesWrite

Start Date

Sep 16, 2021 12:00 AM

Due Date

Sep 22, 2021 11:59 PM

Points

120

Rubric

View Rubric

Status

Upcoming

Assessment Description

In 750-1,000 words, develop an evaluation plan to be included in your final evidence-based practice project proposal. You will use the evaluation plan 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.

Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

Discuss the expected outcomes for your evidence-based practice project proposal.
Review the various data collection tools associated with your selected research design and select one data collection tool that would be effective for your research design. Explain how this tool is valid, reliable, and applicable.
Select a statistical test for your project and explain why it is best suited for the tool you choose.
Describe what methods you will apply to your data collection tool and how the outcomes will be measured and evaluated based on the tool you selected.
Propose strategies that will be taken if outcomes do not provide positive or expected results.
Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

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 of five 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.

NUR 590 What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

A Sample Answer For the Assignment: NUR 590 Develop an evaluation plan for the evidence-based project proposal

Title: NUR 590 Develop an evaluation plan for the evidence-based project proposal

Nursing research plays a critical role in addressing various clinical and patient care issues. Therefore, depending on the problem or practice gap, researchers employ various research methods to help them answer such questions. Analysis of the research obtained is concluded by commenting on whether the evidence obtained is statistically significant, clinically significant, or both. Clinical and statistical significance are both used in nursing research; however, the two are different. Statistical significance implies that the result, relationship, or difference observed between the variables was not solely caused by chance or a normal variation (Sharma, 2021). The implication is that statistical significance shows the likelihood or extent that the finding from the research is true and is not by chance. Therefore, when the p-value is less than 0.05, then the evidence is statistically significant and did not happen by chance.

Clinical significance is a subjective interpretation of the evidence as meaningful to a patient or a group of patients, hence prone to the bias of the investigator. Clinically significant evidence, therefore, occur when investigators believe that the findings are medically important, hence can be applied to help guide how care is offered to patients (de Oliveira Faria et al.,2021). Statistical significance can be used to advance evidence-based projects in that the obtained p-value can be used to inform the researchers on what to do with the findings. For example, if the evidence shows that the p value is less than 0.05, then such findings can be used as a source of evidence-based practice since they did not happen by chance but are a result of the implemented intervention (Griffiths & Needleman, 2019). Clinical significant evidence can also be used as appropriate to guide the care offered to patients and support EBP.

References

de Oliveira Faria, S., Lima, G. A. S., Carvalho, A. L., Marta, G. N., Howell, D., & Eluf-Neto, J. (2022). Clinically significant changes in health-related quality of life in head and neck cancer patients following intensive nutritional care during radiotherapy. European Journal of Oncology Nursing, 56, 102065. https://doi.org/10.1016/j.ejon.2021.102065

Griffiths, P., & Needleman, J. (2019). Statistical significance testing and p-values: Defending the indefensible? A discussion paper and position statement. International Journal of Nursing Studies, 99, 103384. https://doi.org/10.1016/j.ijnurstu.2019.07.001

Sharma, H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi Journal of Anaesthesia, 15(4), 431. https://doi.org/10.4103%2Fsja.sja_158_21