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NUR 590 EBP Project Proposal Final Paper Constantine
Sample Answer for NUR 590 EBP Project Proposal Final Paper Constantine Included After Question
NUR 590 EBP Project Proposal Final Paper Constantine
Evidence-Based Practice Project
NUR-590
Online
4 Credits
Course Description
This course provides an opportunity for learners to complete their evidence-based practice (EBP) project proposal that addresses a problem, issue, or concern in their specialty area of professional practice. Learners previously identified a problem amenable to a research-based intervention, searched the literature, and proposed a solution. Now learners will explore implementation considerations and various evaluation methodologies, complete the project proposal by developing a plan to implement the solution into the intended practice area, and design an evaluation plan that will assess the EBP project proposal’s intended outcome(s). Prerequisite: NUR-550.
Class Materials
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Class Resources
NUR-590 Course Objectives
In this course, the learner will:
- Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
- Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice.
- Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
- Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project proposal.
- Evaluate health policy and advocacy iss
… Read More
Advanced Nursing Research: From Theory to Practice
Tappan, R. M. (2016). Advanced nursing research: From theory to practice (2nd ed.). Jones & Bartlett Learning. ISBN-13: 9781284048308
View Resource
Library Walk Through Tutorial
View the “Library Walk Through Tutorial.”
Reading a Scientific Article
Read “Reading a Scientific Article,” located on the GCU Library website.
https://libguides.gcu.edu/ENG-456/ScientificArticles
Writing Center
Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance.
https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center
GCU Library: Persistent Links
Review “Persistent Links,” located on the GCU Library website, to learn how to locate persistent links for library articles, videos, etc.
http://libguides.gcu.edu/content.php?pid=415612
LopesWrite
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.
https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite
Evaluating Sources: What Is a “Scholarly” Source?
Read “Evaluating Sources: What Is a ‘Scholarly’ Source?” located on the GCU Library website.
https://libguides.gcu.edu/EvaluatingSources
APA Writing Checklist
Use the “APA Writing Checklist” to act as a checklist for each paper you will write throughout your GCU graduate program.
MSN-APA Writing Checklist-Student.docx
GCU Library Research Guides: Citing Sources
Reference the “GCU Library Research Guides: Citing Sources” resource, located on the GCU Library website, for information on how to cite sources properly.
https://libguides.gcu.edu/CitingSources
Optional: ThinkingStorm
For additional information, the following is recommended:
ThinkingStorm is an online tutoring resource that provides flexible support to supplement traditional educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an Internet connection and offers convenient hours for learners with busy schedules. ThinkingStorm tutoring includes a writing center that offers 24/7 submission-based writing support, as well as live writing support across the curriculum.
If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter, rather than as a full manuscript.
To assist learners with thei
… Read More
https://www.thinkingstorm.com/GCUinfo.aspx
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539
View Resource
Optional: Grammarly
For additional information, the following is recommended:
Grammarly is an online writing assistance app that reviews written submissions and suggests context-specific corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning for each suggested correction is provided, allowing users to make informed decisions about how to correct writing issues.
Grammarly can be installed as free browser extension, though Grammarly Premium requires an annual subscription. This subscription is not a GCU-required purchase.
https://www.grammarly.com/premium
Academic Integrity
Read the “About LopesWrite” and “Plagiarism” sections of the Academic Integrity page of the GCU website.
http://students.gcu.edu/academics/academic-integrity.php
University Policy Handbook
Read the Code of Conduct and Academic Standards section of the University Policy Handbook.
http://www.gcu.edu/academics/academic-policies.php
The Writing Process
View “The Writing Process” media presentation for information on how to strengthen your writing for future assignments.
https://lc.gcumedia.com/unv104/the-writing-process/index.php
GCU Library: General Research Guide
Review the “General Research” guide, located on the GCU Library website.
http://libguides.gcu.edu/content.php?pid=415913
Discussion Forum Guidelines and Example
Review the “Discussion Forum Guidelines and Example” document for your weekly discussion forum participation.
MSN-DiscussionForumGuidelinesandExample.docx
Advanced Practice Nursing: Essential Knowledge for the Profession
DeNisco, S. M. (Ed.). (2021). Advanced practice nursing: Essential knowledge for the profession (4th ed.). Jones & Bartlett Learning. ISBN-13: 9781284176124
View Resource
APA Writing Style
APA Style is required for all writing assignments in this course, where indicated. Please prepare these assignments according to the APA Style Guide, located in the in the Student Success Center.
You may want to consider purchasing a copy of the APA style guide as this will be a useful resource throughout your program.
Evidence-Based Practice Project Proposal –Assignment Overview
Learners are required to develop an evidence-based practice project proposal. The project begins in NUR-550 and culminates in NUR-590. The project will be completed in sections throughout both courses and culminate in NUR-590, during which the project elements are synthesized into a final written paper that details the evidence-based practice project proposal.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. This document serves only to provide context for the overall project and how the assignments interact. Refer to each assignment in the classroom for
… Read More
NUR-550-590-RS-EBP Project Proposal – Overview.docx
RefWorks and EndNote: RefWorks and EndNote Login
Manage your citations with the RefWorks tool, located on the GCU Library website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).
http://libguides.gcu.edu/refworksandendnote
Topic 1: Evidence-Based Practice
Aug 12, 2021 - Aug 18, 2021
Max Points:80
Objectives:
- Present a PICOT for the evidence-based practice project proposal.
- Examine the role of the advanced registered nursing in evidence-based practice.
Assessments
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Class Introductions
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 14, 2021 11:59 PM
Points
0
Status
Upcoming
Assessment Description
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?
Topic 1 DQ 1
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 14, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Based on the PICOT you developed for NUR-550, summarize the intervention you are proposing. How does this support the population of focus, your setting, and role? Justify how the problem you selected to investigate is amenable to a research-based intervention using the PICOT format. Include your PICOT statement with your response.
Topic 1 DQ 2
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 16, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Explain the importance of a “spirit of inquiry” in an evidence-based culture and what you can do as an advanced registered nurse to encourage this within your practice or organization. In response to your peers, compare the role and implementation of EBP in your specialty area with another advanced registered nurse specialty.
NUR-550 Literature Review – Resubmission
SUBMIT ASSIGNMENT
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 18, 2021 11:59 PM
Points
50
Rubric
View Rubric
Status
Upcoming
Assessment Description
Submit your literature review from NUR-550 for your NUR-590 instructor to review. If your NUR-550 instructor indicated areas for revision be sure to incorporate these improvements prior to submitting your paper for this assignment.
You will use the revised literature review for your final written paper in Topic, 8 detailing your evidence-based practice project proposal.
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 not required to submit this assignment to LopesWrite.
Week 1 Participation
Start Date
Aug 12, 2021 12:00 AM
Due Date
Aug 18, 2021 11:59 PM
Points
20
Status
Active
Assessment Description
There is no description for this assessment.
Resources
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Advanced Nursing Research: From Theory to Practice
Read Chapters 1 and 2 in Advanced Nursing Research: From Theory to Practice.
View Resource
Evidence Based Medicine Toolkit
Explore the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and Saunders (2012), located on the University of Alberta w
… Read More
http://www.ebm.med.ualberta.ca/
Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study
Read “Striving for Evidence-Based Practice Innovations Through a Hybrid Model Journal Club: A Pilot Study,” by Wilson, Ice, Nakas
… Read More
http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0260691715000817
Evidence-Based Practice Tutorial
Read the Evidence-Based Practice tutorial, located on the Duke University website.
http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036002
Centre for Evidence Based Medicine: Resources
Explore the Resources page of the Centre for Evidence Based Medicine (CEBM) website.
http://www.cebm.net/category/ebm-resources/
Evidence Based Medicine
Explore the Evidence Based Medicine page of the University of Illinois Library of the Health Sciences website. Use this website as a reso
… Read More
http://researchguides.uic.edu/ebm
Centre for Evidence Based Medicine: About Us
Read “About Us” page of the Centre for Evidence Based Medicine (CEBM) website.
http://www.cebm.net/about
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapters 1-3 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice
Read “Implementation Science and Nursing Leadership: Improving the Adoption and Sustainability of Evidence-Based Practice,” by Ne
… Read More
A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety
Read “A Leader’s Guide to Implementing Evidence-Based Practice: Lead the Way to Healthcare Quality and Safety,” by Tucker and Mel
… Read More
https://link.gale.com/apps/doc/A616904277/AONE?u=canyonuniv&sid=AONE&xid=f2d66c7c
Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting
Read “Evaluation of a Nurse Practitioner-Led Project to Improve Communication and Collaboration in the Acute Care Setting,” by Au
… Read More
Topic 2: Making the Case for Evidence-Based Practice
Aug 19, 2021 - Aug 25, 2021
Max Points:130
Objectives:
- Describe effective strategies to create an evidence-based practice culture within a health care setting.
- Identify stakeholders needed for the evidence-based practice project.
- Assess organizational readiness for the evidence-based practice project.
Assessments
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Topic 2 DQ 1
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 21, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Compare two organizational readiness tools. Identify the tool you selected and explain why it is most appropriate for assessing your organization.
Topic 2 DQ 2
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 23, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Do you foresee any issues with the proposed implementation of your project? Identify a strategy to help create or sustain a higher level of readiness to change with your organization and discuss how current research or literature will be used to ensure that change is based on current evidence.
Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness
Benchmark
SUBMIT ASSIGNMENT
Requires LopesWrite
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 25, 2021 11:59 PM
Points
100
Rubric
View Rubric
Status
Upcoming
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.
Week 2 Participation
Start Date
Aug 19, 2021 12:00 AM
Due Date
Aug 25, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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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
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.
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.
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).
Cochrane Library
Explore the Cochrane Library website.
http://www.thecochranelibrary.com/view/0/index.html
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
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapters 23 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Readiness Assessment
Read “Readiness Assessment” (2015), located on the Agency for Healthcare Research and Quality (AHRQ) website.
https://www.ahrq.gov/teamstepps/readiness/index.html
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
The Cochrane Collaboration
Explore the Cochrane Collaboration website.
http://www.cochrane.org/
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
Topic 3: Theoretical Framework and Models for Change
Aug 26, 2021 - Sep 01, 2021
Max Points:130
Objectives:
- Apply a change model or framework to the evidence-based practice project proposal.
- Describe the relationship between bias and a framework or model.
Assessments
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Topic 3 DQ 1
Start Date
Aug 26, 2021 12:00 AM
Due Date
Aug 28, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Discuss the significance of frameworks or models in guiding research or evidence-based practice projects. How can choosing an incorrect framework or model create bias in research?
Topic 3 DQ 2
Start Date
Aug 26, 2021 12:00 AM
Due Date
Aug 30, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for your evidence-based practice proposal and why. Provide rationale.
Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
Benchmark
SUBMIT ASSIGNMENT
Requires LopesWrite
Start Date
Aug 26, 2021 12:00 AM
Due Date
Sep 01, 2021 11:59 PM
Points
100
Rubric
View Rubric
Status
Upcoming
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.
Week 3 Participation
Start Date
Aug 26, 2021 12:00 AM
Due Date
Sep 01, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
Collapse All
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
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
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
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121082056&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
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/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123692132&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
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
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142632269&site=ehost-live&scope=site
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
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
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
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
Guidelines and Measures
Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.
https://www.ahrq.gov/gam/index.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
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
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
Topic 4: Data Collection and Data Analysis
Sep 02, 2021 - Sep 08, 2021
Max Points:30
Objectives:
- Select a research design for the evidence-based project proposal.
- Select a statistical test for the evidence-based project proposal.
Assessments
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Topic 4 DQ 1
Start Date
Sep 02, 2021 12:00 AM
Due Date
Sep 04, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Identify which data collection tool you would specifically use and explain why this design is best for your evidence-based practice project proposal.
Topic 4 DQ 2
Start Date
Sep 02, 2021 12:00 AM
Due Date
Sep 06, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Identify which statistical test you would use in conjunction with your selected research design from DQ 1 to evaluate the outcomes for your evidence-based project proposal and explain why you selected this test. What kind of information will this test provide about your outcomes?
Week 4 Participation
Start Date
Sep 02, 2021 12:00 AM
Due Date
Sep 08, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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The Use of Data Collected From mHealth Apps to Inform Evidence-Based Quality Improvement: An Integrative Review
Read “The Use of Data Collected From mHealth Apps to Inform Evidence-Based Quality Improvement: An Integrative Review,” by Radbro
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134685673&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Office for Human Research Protections
Explore the Office for Human Research Protections (OHRP) website.
http://www.hhs.gov/ohrp/
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Read Chapter 6 and review Chapter in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Statistics and Data Analysis
Read “Statistics and Data Analysis,” by Wienclaw, from Salem Press Encyclopedia (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89163982&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1
Advanced Nursing Research: From Theory to Practice
Read Chapters 13-15 in Advanced Nursing Research: From Theory to Practice.
View Resource
Statistical Analysis in Nursing Research
Read “Statistical Analysis in Nursing Research,” by Rebekah and Ravindran, from Indian Journal of Continuing Nursing Educatio
… Read More
https://www.ijcne.org/article.asp?issn=2230-7354;year=2018;volume=19;issue=1;spage=62;epage=70;aulast=Rebekah
Data Collection Methods
Read “Data Collection Methods,” by Polit, from Encyclopedia of Nursing Research (2017).
https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/spennurres/data_collection_methods/0?institutionId=5865
Not All Evidence Is Created Equal: Changes in Practice Require the Highest Possible Level of Statistical Testing
Read “Not All Evidence Is Created Equal: Changes in Practice Require the Highest Possible Level of Statistical Testing,” by Hunte
… Read More
https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=125493531&site=ehost-live&scope=site
Topic 5: Evidence-Based Practice Implementation
Sep 09, 2021 - Sep 15, 2021
Max Points:150
Objectives:
- Propose an implementation plan for the evidence-based practice proposal.
- Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal.
Assessments
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Topic 5 DQ 1
Start Date
Sep 09, 2021 12:00 AM
Due Date
Sep 11, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing? Explain how at least one of the obstacles you have described could impact the implementation for your EBP project.
Topic 5 DQ 2
Start Date
Sep 09, 2021 12:00 AM
Due Date
Sep 13, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project. What strategies can you implement to gain stakeholder support for the project implementation. Provide a suggestion you would give to a colleague who is struggling with obtaining stakeholder support.
Evidence-Based Practice Project Proposal: Implementation Plan
SUBMIT ASSIGNMENT
Requires LopesWrite
Start Date
Sep 09, 2021 12:00 AM
Due Date
Sep 15, 2021 11:59 PM
Points
120
Rubric
View Rubric
Status
Upcoming
Assessment Description
In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper. You will use the implementation plan, including the associated documents in your appendices, 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 setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Include a draft of the form as an appendix at the end of your paper.
- Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper.
- Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Include a draft of the budget and resource list as an appendix at the end of your paper.
- Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.
- Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.
- Explain the process for delivering the intervention and indicate if any training will be needed.
- Discuss the stakeholders that are needed to implement the plan.
- Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.
- Establish the feasibility of the implementation plan.
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.
Week 5 Participation
Start Date
Sep 09, 2021 12:00 AM
Due Date
Sep 15, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis
Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/strategies-facilitators-barriers-implementation/docview/2186617926/se-2?accountid=7374
Advanced Nursing Research: From Theory to Practice
Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.
View Resource
30 Safe Practices for Better Health Care
Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality
… Read More
http://archive.ahrq.gov/research/findings/factsheets/errors-safety/30safe/30-safe-practices.html
Implementation Science Training and Resources for Nurses and Nurse Scientists
Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/implementation-science-training-resources-nurses/docview/2338944244/se-2?accountid=7374
Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department
Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/improving-3-hour-sepsis-bundled-care-outcomes/docview/2312493328/se-2?accountid=7374
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Review Chapter 1 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Center for Theory of Change
Explore the Center for Theory of Change website.
http://www.theoryofchange.org/
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
The Teach Back Project: A System-Wide Evidence Based Practice
Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from Journal of Pediatric Nurs
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0882596317305523
Topic 6: Evaluating Practice Change
Sep 16, 2021 - Sep 22, 2021
Max Points:150
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
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Topic 6 DQ 1
Start Date
Sep 16, 2021 12:00 AM
Due Date
Sep 18, 2021 11:59 PM
Points
5
Status
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?
Topic 6 DQ 2
Start Date
Sep 16, 2021 12:00 AM
Due Date
Sep 20, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Discuss the difference between statistically significant evidence and clinically significant evidence. How would each of these findings be used to advance an evidenced-based practice project?
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.
Week 6 Participation
Start Date
Sep 16, 2021 12:00 AM
Due Date
Sep 22, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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Reliability and Validity: Linking Evidence to Practice
Read “Reliability and Validity: Linking Evidence to Practice,” by Kamper, from Journal of Orthopaedic and Sports Physical The
… Read More
https://doi-org.lopes.idm.oclc.org/10.2519/jospt.2019.0702
Advanced Nursing Research: From Theory to Practice
Review Chapter 25 in Advanced Nursing Research: From Theory to Practice.
View Resource
Evaluation of Bedside Shift Report: A Research and Evidence-Based Practice Initiative
Read “Evaluation of Bedside Shift Report: A Research and Evidence-Based Practice Initiative,” by Schirm, Banz, Swartz, and Richmo
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0897189717301118#s0030
Comparing Clinical Significance and Statistical Significance – Similarities and Differences
Read “Comparing Clinical Significance and Statistical Significance – Similarities and Differences,” by Zbrog (2021), located on t
… Read More
https://www.mhaonline.com/faq/clinical-vs-statistical-significance
Research, Evidence-Based Practice, and Clinical Improvement/Innovation Posters
Read “Research, Evidence-Based Practice, and Clinical Improvement/Innovation Posters” (2015), from AORN Journal.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109809571&site=eds-live&scope=site
Evidence-Based Practice Educational Intervention Studies: A Systematic Review of What Is Taught and How It I s Measured
Read “Evidence-Based Practice Educational Intervention Studies: A Systematic Review of What is Taught and How it is Measured,” by
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/evidence-based-practice-educational-intervention/docview/2089734479/se-2?accountid=7374
A Practical Definition of Evidence-Based Practice for Nursing
Read “A Practical Definition of Evidence-Based Practice for Nursing,” by Stannard, from Journal of PeriAnesthesia Nursing
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S1089947219303181
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Read Chapter 4 and review Chapter 3 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Advanced Practice Nursing: Essential Knowledge for the Profession
Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Topic 7: Disseminating Evidence
Sep 23, 2021 - Sep 29, 2021
Max Points:150
Objectives:
- Propose strategies used to disseminate evidence to influence health care outcomes.
Assessments
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Topic 7 DQ 1
Start Date
Sep 23, 2021 12:00 AM
Due Date
Sep 25, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
Propose strategies for disseminating your evidence-based practice project proposal. Consider the necessary stakeholders who need to review or approve the proposal (both internal and external) and what methods you will use to communicate.
Topic 7 DQ 2
Start Date
Sep 23, 2021 12:00 AM
Due Date
Sep 27, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
After implementation, dissemination of the evidence-based practice outcomes is essential for evaluating the success of the project for ensuring sustainability. Propose strategies that you could use for disseminating the outcomes of your evidence-based practice project proposal. Consider what information would need to be communicated, which stakeholders would need to be involved and the communication methods that would be needed.
Evidence-Based Practice Project Proposal Presentation
SUBMIT ASSIGNMENT
Requires LopesWrite
Start Date
Sep 23, 2021 12:00 AM
Due Date
Sep 29, 2021 11:59 PM
Points
120
Rubric
View Rubric
Status
Upcoming
Assessment Description
The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.
For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.
Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.
Include the following in your presentation:
- Introduction (include PICOT statement)
- Organizational Culture and Readiness
- Problem Statement and Literature Review
- Change Model, or Framework
- Implementation Plan
- Evaluation Plan
- Conclusion
You are required to cite a minimum of 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.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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.
Week 7 Participation
Start Date
Sep 23, 2021 12:00 AM
Due Date
Sep 29, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
Collapse All
Advanced Nursing Research: From Theory to Practice
Read Chapters 22 and 23 in Advanced Nursing Research: From Theory to Practice.
View Resource
Writing an Abstract for a Poster or Oral Presentation
Read “Writing an Abstract for a Poster or Oral Presentation,” by Bodin and McDaniel, from Alabama Nurse (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136923973&site=ehost-live&scope=site
Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge
Read “Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge,” by Sawaya, from International Journal of Chi
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123698144&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Loom
Loom is a free video recording tool that allows you send messages through shareable videos. For assistance on installing the softwa
… Read More
https://support.gcu.edu/hc/en-us/articles/115015942807-Third-Party-Contact-Information
Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference
Read “Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference,” by Douglas, Jackson, Woods,
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/innovations-research-dissemination-participants/docview/2327516899/se-2?accountid=7374
Advanced Practice Nursing: Essential Knowledge for the Profession
Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities
Read “Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities,” by Cunningham-
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/engagement-community-stakeholders-develop/docview/2443277489/se-2?accountid=7374
Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects
Read “Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects,” by Siedleck
… Read More
https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=ovft&AN=00002800-201809000-00004&PDF=y
Using Storylines for Bilingual Dissemination of a Grounded Theory
Read “Using Storylines for Bilingual Dissemination of a Grounded Theory,” by Ligita, Francis, Wicking, Harvey, and Nurjannah, fro
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/using-storylines-bilingual-dissemination-grounded/docview/2327522196/se-2?accountid=7374
Topic 8: Evidence-Based Practice Appraisal
Sep 30, 2021 - Oct 06, 2021
Max Points:180
Objectives:
- Propose strategies for incorporating evidence-based practice into a personal practice.
Assessments
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Topic 8 DQ 1
Start Date
Sep 30, 2021 12:00 AM
Due Date
Oct 02, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
For professional writing in nursing and health care, APA style is expected. It is also expected for the remainder of your graduate program and in doctoral programs for nursing. Discuss what you have learned, or how you have improved, by completing the “APA Writing Checklist” and from receiving feedback from your instructors. What aspects of APA do you still struggle with? In your response to peers, provide a resource from the Student Success Center (or in addition to something in the Student Success Center) or a suggestion for an area in which someone still struggles.
Topic 8 DQ 2
Start Date
Sep 30, 2021 12:00 AM
Due Date
Oct 04, 2021 11:59 PM
Points
5
Status
Upcoming
Assessment Description
The evidence-based practice (EBP) process is a powerful way of advancing improvements in health care. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.
Benchmark – Evidence-Based Practice Project Proposal Final Paper
Benchmark
SUBMIT ASSIGNMENT
Requires LopesWrite
Start Date
Sep 30, 2021 12:00 AM
Due Date
Oct 06, 2021 11:59 PM
Points
150
Rubric
View Rubric
Status
Upcoming
Assessment Description
For this assignment, you will synthesize the independent evidence-based practice project proposal assignments from NUR-550 and NUR-590 into a 4,500-5,000-word professional paper.
Final Paper
The final paper should:
- Incorporate all necessary revisions and corrections suggested by your instructors.
- Synthesize the different elements of the overall project into one paper. The synthesis should reflect the main concepts for each section, connect ideas or overreaching concepts, and be rewritten to include the critical aspects (do not copy and paste the assignments).
- Contain supporting research for the evidence-based practice project proposal.
Main Body of the Paper
The main body of your paper should include the following sections:
- Problem Statement
- Organizational Culture and Readiness
- Literature Review
- Change Model, or Framework
- Implementation Plan
- Evaluation Plan
Appendices
The appendices at the end of your paper should include the following:
- All final changes or revisions for the drafts that will be included in the appendices of your paper.
- 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. In each preceding course you have been directed to the Student Success Center for assistance with APA style, and have submitted the APA Writing Checklist to help illustrate your adherence to APA style. This final paper should demonstrate a clear ability to communicate your project in a professional and accurately formatted paper using APA style.
General Requirements
You are required to cite 10-12 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.
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
1.1: Translate research and knowledge gained from practice, while adhering to ethical research standards, to improve patient outcomes and clinical practice.
5.1: Design ethically sound, evidence-based solutions to complex health care issues related to individuals, populations, and systems of care.
Week 8 Participation
Start Date
Sep 30, 2021 12:00 AM
Due Date
Oct 06, 2021 11:59 PM
Points
20
Status
Upcoming
Assessment Description
There is no description for this assessment.
Resources
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Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Read “Making Connections: An EBP Exemplar” in Unit 6 in Evidence-Based Practice in Nursing and Healthcare: A Guide t
… Read More
View Resource
Translating Evidence Into Practice Through Knowledge Implementation
Read “Translating Evidence Into Practice Through Knowledge Implementation,” by Campione, Wampler-Kuhn, and Fisher, from Rehab
… Read More
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=01893697-202104000-00006&LSLINK=80&D=ovft
Translating Evidence Into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice
Read “Translating Evidence Into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at
… Read More
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=00000703-201711000-00004&LSLINK=80&D=ovft
Advanced Nursing Research: From Theory to Practice
Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.
View Resource
Participation Requirements
Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are:
- Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic.
- Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic.
- Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class.
- Asking additional, relevant questions about the week’s topic.
- Communications that are presented in a professional and supportive manner, and with respectful tone.
The participation expectations in this class are:
- Number of Required Substantive Posts Each Day: 1
- Number of Required Days: 3
Course Grade Scale
A Sample Answer For the Assignment: NUR 590 EBP Project Proposal Final Paper Constantine
Title: NUR 590 EBP Project Proposal Final Paper Constantine
Benchmark — Evidence-Based Practice Project Proposal Final Paper
Every day, patients visit health care organizations seeking medical help. These visits are characterized by variations in the causes and types of diseases and complication levels. Regardless of a patient’s illness, health care providers have a legal and ethical responsibility to help the patient through relevant, patient-centered, and evidence-based interventions. Due to their primary role in health care delivery, nurses should evaluate strategies for patient outcomes’ improvement. A suitable strategy is implementing evidence-based practice backed by scientific findings. Through such projects, health care providers get evidence for care improvement, which further helps to reduce the burden of illnesses in patients, health care organizations, and society. This paper describes the EBP project proposal: focus areas include the problem statement, organizational culture and readiness, literature review, change model, implementation plan, and evaluation plan.
Problem Statement
Children are among the vulnerable populations in the community requiring close attention and advice to ensure that they live healthily. Research shows that a considerable proportion of school-going children spend much of their time on screens in gaming, watching television, and social interaction (Stiglic &Viner, 2019). In most instances, there is minimal regulation, or the parents and caregivers do not understand the necessary screen time limit. Children become more vulnerable to childhood obesity as the exposure increases since increased screen time is linked with high energy intake and minimal physical activity (Schwarzfischer et al., 2020). The outcomes are regrettably profound.
Obesity has immediate and long terms effects, and a significant proportion of children experience both effects. Some short-term effects include shortness of breath during routine activities and high cholesterol. However, the situation becomes costly and unmanageable over time. The risk of diabetes and cardiovascular disease increases (Fang et al., 2019). Children may be unable to attend school too. Such outcomes increase illness burden, further increasing health care costs and nurses’ workload due to increased patient visits. As a result, evidence-based interventions are necessary to overcome the problem and promote healthy living.
The Proposed Intervention: the primary purpose of the project is educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity (Appendix 6).
Organizational Culture and Readiness
To provide care that meets the desired outcomes, health care organizations must embrace change and make evidence-based practice a part of their culture. In health practice, organizations supporting change are characterized by leadership committed to change, readiness for change, and activities and technologies that support progressive change. Furthermore, a healthy relationship between the management and stakeholders facilitates smooth change processes.
Organizational Culture Assessment
Evidence-based practice cannot thrive in cultures that resist change. Accordingly, it is vital to assess the culture to determine the success chances of the proposed project. Critical factors such as interprofessional collaboration, delegation, leadership, and response to change indicate that the organization is largely an adhocracy. From a management perspective, an adhocracy represents a culture that values individual initiatives over defined rules and hierarchical authority to execute tasks (Lepore et al., 2018). Accordingly, the organization’s administration supports individual initiatives that promote change to enhance patient outcomes. Since the current administration focuses on progressive improvement and commits resources to facilitate such initiatives, it is right to deduce that the organization’s culture supports change.
Health care organizations committed to progressive growth require a culture centered on enhancing patient outcomes. The current organizational structure, values, and team engagement are pivotal to promoting change. Regarding the structure, the organization’s management recommends, emphasizes, and rewards creativity. In this case, leaders always look forward to adopting the necessary changes motivated by being a leading health care facility in care quality and community health expansion. Other defining elements include high regard for excellence, patient satisfaction, and interprofessional collaboration. Importantly, the current health care staff perceives the organization positively as a home of health care professionals and an opportunity for self-growth.
Organizational Readiness Assessment
The Organizational Readiness to Change Assessment (ORCA) survey was used to measure the organization’s readiness for change. As a common tool in organizational assessment, the ORCA survey evaluates the strength of evidence used to propose clinical practice changes, the quality of the organizational context, and how internal facilitation would make the project succeed (Kononowech et al., 2021). The overall survey of the evidence assessment, context assessment (leadership), readiness for change, and facilitation gave a score of 93% (Appendix 1). The score indicates that the organization is much ready for the change in terms of culture, evidence, and ability.
Besides readiness for change, the success of an EBP project also depends on support, sustenance strategies, and response to potential barriers. As a quality improvement initiative, the EBP project aligns with the organization’s core values hence maximum support. The most anticipated barrier is inadequate resources prompting the project’s implementation to take longer than originally planned. This is possible since the number of parents and children targeted to attend the training program can fluctuate. Stakeholder support is expected to be high since the management and other influential stakeholders such as colleagues, suppliers, donors, and nurse leaders are committed to facilitating progressive organizational change. The timing of the project is also excellent given that the organization is not funding another major EBP project currently.
Approaches to Improve Quality, Safety, and Cost-Effectiveness
Health care organizations should adopt robust strategies of achieving quality care and patient safety cost-effectively. Multiple health care processes and systems can be applied in the health care facility to achieve quality care and patient safety cost-effectively. For instance, clinician-directed audit and feedback cycles can be effective approaches for identifying underperformance areas and improve as situations oblige. Other interventions suitable for the organization include chronic disease management programs, technological systems, and continuous education programs. Sutton et al. (2020) further recommended clinical decision support systems for promoting data-centered care. Achieving the best outcomes would require the organization to combine these processes and systems.
Strategies to Better Facilitate the Readiness of the Organization
Although the culture and readiness assessment depicts an organization ready for change, improvement is necessary and can be achieved through various strategies. For instance, the management should make quality performance assessment an organizational policy. In this case, leaders should be committed to identifying areas requiring improvement and encourage staff to be ready for change. Involving staff and increasing readiness would reduce resistance to change when leaders want to implement organizational change. Other effective strategies include encouraging innovation and creative problem-solving, interprofessional collaboration, and working towards a shared vision.
Stakeholders and Team Members for the Project
The EBP project seeks to reduce childhood obesity by educating parents and children on reducing screen time and increasing physical activity. As an education program, nurse leaders are key stakeholders since they will facilitate the program by choosing the necessary educational resources and materials. For instance, they will help determine appropriate education content for the program based on the participants’ needs. The other key stakeholder is the management due to its role in promoting organizational change and resource provision. As the program’s target, parents and children are also key stakeholders since the program affects them directly. Team members include information technology personnel, colleagues, and the organization’s programs director. Their support, involvement, and guidance will be instrumental in the success of the education program.
Information and Communication Technologies
Technology is a critical component in education and can be incorporated into the education program to enhance outcomes. For instance, cellular phones effectively communicate and share data and will be part of the education program. Parents will be encouraged to form chat groups to share knowledge and exchange data during and after the program. Other crucial information and communication technologies include computers and a projector to make the necessary presentations. If need be, video conferencing technologies will also be needed to facilitate virtual learning. Such technologies will be needed when traveling is challenging for some groups like the elderly and physically challenged parents.
Literature Review
Educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity has been studied in-depth for a long time. A huge proportion of the literature on this vital topic examines the effectiveness of knowledge improvement in promoting positive behavior change. According to Lin et al. (2021), education programs are highly effective in reducing screen time as an intervention to reduce childhood obesity. The focus of the study was the influence of parental education programs on children’s screen use, among other variables such as sleep quality and psychosocial adaptation. To collect data for outcome comparison between different study groups, Lin et al. (2021) subjected the experimental group to parental education as the control group engaged in daily activities. Through a linear mixed-model analysis to examine the efficacy of the parental education program, Lin et al. (2021) found a significant reduction in screen time in the intervention group. The study underscored the importance of parental education in increasing parental awareness of obesity reduction strategies such as reducing screen time.
In a different study on the importance of knowledge in promoting appropriate screen time habits and physical activity, Joseph et al. (2019) studied the implementation of screen time and physical activity protocols among parents and early childhood education (ECE) provider groups. Concerning the application of these guidelines, Joseph et al. (2021) found a huge variance in the understanding levels of the participant groups. The groups differed on the role of screens in regard to entertainment and education and the recommended limit. The lack of awareness of physical activity and screen time guidelines emerged as the main cause of the differences in opinions. Hence, the study recommended awareness improvement focusing on screen time and physical activity guidelines facilitated through an education program. Hewitt et al. (2018) recommended a similar approach by claiming that improved education on appropriate guidelines’ adherence would be effective in promoting adherence to physical activity and screen time recommendations.
Parental behaviors influence children’s behaviors, and several studies have explored this relationship. Goncalves et al. (2019) examined parental efficacy for limiting screen time among other variables, including weekday and weekend screen time and children BMI. Through observed variable path analysis, Goncalves et al. (2019) found a close association between increased screen time and a higher child BMI percentile. The other key significant finding was that parental screen time and self-confidence to exert control emerged as influential factors of children’s behaviors towards screen usage. As a result, improving parental knowledge on screen time regulation would be crucial in modeling the desired behaviors in children.
In another study on screen time and children’s knowledge connection, Tester et al. (2018) classified and evaluated screen time among other factors associated with severe obesity. The odds of exceeding screen time limit were inversely proportional to their knowledge levels. After measuring height and weight using standardized protocols, Tester et al. (2018) found that children with severe obesity had higher odds of daily screen time exceeding the recommended limit. In the same study, the affected children with severe obesity were found to exceed the recommended screen time limit more than twice the healthy children. Among several recommendations of reducing obesity, Tester et al. (2018) emphasized interventions that increase children’s knowledge underscoring the importance of education programs.
Schwarzfischer et al. (2020) studied the association between children’s average time spent playing outside, screen time, and anthropometric measures. Annual assessments on obesity-related measures, including bodyweight, waist circumference, and height, were done through questionnaires on 526 children of the European Childhood Obesity Project (CHOP). In this study, Schwarzfischer et al. (2020) adopted linear, logistic, and quantile regressions to evaluate the link between the study variables. The main study’s finding was that unregulated screen time in children’s early years increases risk towards obesity. Irrespective of the average time children played outside, increased screen time emerged as a risk factor for high Body-Mass-Index z-Scores (zBMI). As a result, interventions focusing on reducing screen time and increasing knowledge on the same are crucial.
In a study based on the premise that parents’ behaviors have a huge influence on children’s lives, Wernberg et al. (2021) examined the connection between screen time, parents’ education levels, and adherence to the recommended diet. The primary finding was that high screen time reduces adherence to a healthy diet (Mediterranean dietary pattern), and families with low education are affected the most. The study emphasized the need for knowledge improvement among such parents to enable them to regulate children’s dietary and screen-related behaviors better.
Parenting practices also changed immensely after the COVID-19 pandemic and had lasting effects on screen time and physical activity. To examine changes as a result of the pandemic, Eyimay and Irmak (2020) studied the influence of parenting practices on children’s screen time during lockdown. Data collected through a descriptive questionnaire form showed a significant rise in screen time due to an increase in the time that parents spent at home prompted by the lockdown. Increased screen time among parents was associated with a proportional increase in children’s screen time, further affirming the influence of parental practices on children’s behaviors. The study recommended ground rules to reduce screen time and more parental knowledge on the impacts of screen time and sedentary living.
Change Model
Continuous change is crucial in health care organizations to enable them to address practice gaps. However, change adoption should be systematic and informed by research. Change models facilitate change adoption as guidelines providing the roadmap on directions that change agents should follow (Harrison et al., 2021). The current project also requires guidelines through a change model. The direction should be clear and other critical elements, including preparation requirements, resources, and expectations along the way.
Change Model and Relevance
The Iowa model of evidence-based practice is the most appropriate for the proposed project. According to Wyant (2018), the Iowa model is highly effective in promoting quality care and suitable in addressing evidence-based practice sustainability and interprofessional change implementation. Its other defining element is change promotion through a team-based, multiphase process. Accordingly, the EBP project would be effectively implemented through a team-based, multiphase process. It will be procedural, where one phase leads to the next phase.
Stages of the Iowa Model
As a common change model for EBP implementation, the Iowa model is an eight-phase model where a trigger necessitating change commences the process. The trigger is usually a clinical problem affecting patient outcomes adversely. The second step involves prioritizing the change to determine whether it deserves a response based on its magnitude (Duff et al., 2020). As a team-based model, its third step involves team formation for developing, evaluating, and implementing the EBP change. El et al. (2019) claimed that the team should be diverse for better outcomes. The fourth step involves gathering and analyzing relevant research relevant to the proposed practice change. It is a step where the change agent formulates a research question through the PICOT format to guide the literature search.
Since health care literature is broad and diverse, it needs to be critiqued and synthesized to determine whether the change is scientifically relevant (fifth step). The sixth step involves determining whether there is adequate research to guide practice change implementation. A piloting program follows if there is sufficient research. The final step is results evaluation and change adoption. If the change is feasible to be adopted, continuous observation, evaluation, and analysis of the progress follow to ensure that revisions and updates occur as situations necessitate.
Applying the Iowa Model
The trigger warranting an EBP change is increased childhood obesity rates prompting a similar increase in hospital visits. The clinical problem is a priority area considering that high rates of childhood obesity are associated with a proportional increase in the risk of chronic illnesses, including type 2 diabetes, cardiovascular disease, and hypertension (Fang et al., 2019). Other adverse outcomes include increased nurses’ workload, affecting nurses’ well-being and productivity. As an education program, the EBP project would be best implemented by engaging a team of professionals. Like other EBP projects, the proposed project should also be guided by research. Accordingly, appropriate research must be gathered, analyzed, critiqued, and synthesized. Adequate research guides the implementation process, and the reviewed literature illustrates the importance of education programs in reducing screen time and increasing physical activity to reduce childhood obesity. The proposed project also requires piloting before full adoption (Appendix 2). Applying the model facilitates procedural and systematic change adoption.
Implementation Plan
The Setting and Access to Potential Subjects
The health care setting is a general inpatient and outpatient health care facility. Regarding resource facility and capacity to provide care, the facility offers general, acute, and referral health care services as appropriate. The management supports change, implying that access to potential subjects is not challenging provided that the project aligns with the organization’s desire to promote progressive change. However, a consent form is needed since the project involves human subjects.
Timeline
The project is expected to be complete in six months, where various activities will be completed in succession (Appendix 3). The implementation’s first step involves contacting the management and informing it about the proposed project. Due to its leadership’s position and influence, the management is instrumental in promoting an evidence-based culture as the initial step of the implementation process (Yoo et al., 2019). In this project, the management’s influence is required to enable the organization to adopt new practices. The second step involves searching for the necessary resources, followed by the identification of the implementation team. Training and education materials will be the fourth step in the timeline. Project evaluation will follow, and the final step involves adopting the education program as an institutional policy (Appendix 3). Policy adoption will occur simultaneously with information dissemination and report writing in the sixth month.
Budget and Resource List
As an education program, a huge proportion of the budget and resources will be towards education facilitation and materials. Resources needed for the education program include expert trainers on healthy living, nutrition, and physical therapy. A training venue will be required along with refreshments and education materials. Associated costs include payment for training and equipment projected at $7,500 (Appendix 4). Communication and information technologies will also be required, including communication devices, invitation, and database generation at $2,500. Other costs include travel expenses, virtual training, information dissemination and report writing, and presentation for $3,500. $1,500 will be set aside as a cushion for adjustments where necessary, overheads, and miscellaneous expenses.
Data Collection and Project Evaluation
A quantitative design would be the most appropriate for the current project. In data collection, quantitative designs depend on observed data, which can be measured to evaluate various aspects of the sampled population (Grønmo, 2019). A quantitative design is also associated with producing objective data that can be communicated statistically and through numbers. Using numbers and statistical projections would help to determine whether the project is achieving the desired outcomes. For instance, the number of parents and children at the beginning and the end of the program can be compared to determine the project’s completion/success rate.
Methods and Instruments for Monitoring the Implementation
For quantitative monitoring, questionnaires would be appropriate instruments throughout the project. Through questionnaires, a researcher or change leader can collect both qualitative and quantitative data. According to Polgar and Thomas (2019), questionnaires have high scalability, guarantee respondent anonymity, and provide accurate data and uniform responses. The other advantage is collecting special responses. As the preferred method, questionnaires will enable excellent and clear project illustration, evaluation, and analysis via quantifiable data. Numbers comparison before and after the project will be the ideal approach as respondents answer specific questions related to behavior change (Appendix 5).
Process for Delivering the Intervention
The proposed project focuses on behavior change. Education programs on reducing screen time and increasing physical activity can help keep children free from sedentary living (Pearson et al., 2020). Therefore, an exact program is a practical nursing intervention to reduce childhood obesity. The target groups will be invited to attend two-week training on reducing screen time and increasing physical activity and their implications on healthy living. Content areas include preventive health, the transition from unhealthy to healthy behaviors, and the link between sedentary living and lifestyle diseases such as obesity. Selected nurses will facilitate the education program after preparing the same together with expert trainers.
Potential Barriers and Interventions
Evidence-based practice projects are vulnerable to many barriers, including attitude problems, resistance, lack of support, and inadequate resources. The most likely barriers include insufficient resources, commitment, and time due to the busy nature and demanding work schedules of health care professionals. Training, materials, and technologies also require substantial resource facilitation. Such barriers might make the project consume longer than anticipated. They might also prompt some inconvenient adjustments, such as reducing the volume of training materials and time. In response, stakeholders will be actively engaged early during the program to ensure that they understand every process and the implications of the project. Other interventions include seeking external facilitation such as assistance from non-governmental organizations and distributing materials electronically instead of printing. Volunteers such as nurse trainees can also help to save costs.
Feasibility of the Implementation Plan
Due to their nature, process, and structure, EBP projects should facilitate positive change in health care settings. Such projects should always justify the time, resources, and effort applied to make them succeed. In the same frame, the education program is expected to cause a considerable change in the health care organization by reducing childhood obesity, which will lead to a significant decline in the number of children with obesity visiting the facility. Reducing the rates will also prompt positive changes in other segments of the organization since the resources used in treating obesity will be used for preventive health programs, among other activities.
Evaluation Plan
Expected Outcomes
Childhood obesity is among the diseases that affect children’s health adversely. According to McKelvey et al. (2019), childhood obesity affects a child’s health multi-dimensionally since the physical, mental, and emotional health aspects are adversely affected. If the child does not get appropriate help, the condition worsens over time, and the impacts are regrettable. Fang et al. (2019) described childhood obesity as a severe health condition triggering the early onset of health complications, including type 2 diabetes, cardiovascular disease, and hypertension. Due to the far-reaching effects of childhood obesity, the EBP project will reduce its rates by educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity. The education program is based on the premise that increased screen time and reduced physical activity promotes sedentary living since it increases the probability of children eating low-nutrition foods (Stiglic & Viner, 2019). Energy is less consumed, leading to the accumulation of fats in the body. Accordingly, the expected outcome through the education program is positive behavior change. Parents will change their behaviors since they influence their children and help children reduce screen time and increase physical activity. For instance, parents will regulate children’s screen time and develop schedules that children will follow strictly. Continuous application of the program’s recommendations is expected to cause a significant reduction in childhood obesity and a comparative decline in children with obesity seeking medical assistance in the health care organization.
Data Collection Tools
In EBP projects’ evaluation, data helps to make comparative analysis and guides decision-making. Through data, change leaders can evaluate whether resources, effort, and time committed to the project were justified. Due to the need for data quantification, questionnaires will be used to evaluate the project’s success and timelines. Besides uniformity in responses, the EBP project requires the collection of special responses, including parents’ and children’s perception of the EBP project and their readiness for change. It would also be possible to collect data from all groups conveniently. Importantly, questionnaires will allow the comparison of pre- and post-intervention data.
Statistical Test
A suitable statistical test for pre- and post-implementation data analysis is percentage variance. It is among the statistical tests used in health statistics to show a change in different accounts in the form of ratios (Baumgartner et al., 2019). In this project, the reference account is behavior change which will be assessed through specific measures such as children’s average screen time and weight change before and after the education program. Since percentage variance shows an increase or decrease in the account variables over time, similar data is needed to evaluate the project’s specific outcomes and whether it will succeed. Such data will also be more meaningful when shared, presented to stakeholders, and disseminated through reports and other appropriate documents.
Methods to Apply to the Data Collection Tool, Measuring and Evaluating Outcomes
Questionnaires can effectively collect pre- and post-implementation data. Consequently, the most appropriate method to apply to their data is a comparative analysis of pre- and post-implementation data to illustrate the quantitative change in screen time and physical activity as the reference measures of interest. A suitable illustration of this quantification is rating the education program’s participants on knowledge on screen time limit before and after the program. The knowledge will be rated in terms of the average screen time parents and children spend on screens against the recommended health limit. Outcomes will be evaluated in terms of reduction in screen time and increase in physical activity before and after the project. Average hours that children spend in aerobic physical activities versus screen time will be comparatively analyzed.
Strategies to Apply if Outcomes are Not Achieved
EBP projects consume massive resources and time to promote positive change in health care organizations. Despite the commitment of change leaders and the consumption of substantial resources, EBP projects may not trigger the desired change. A fitting example in the current project is a scenario where the education program does not cause a positive difference in increasing physical activity and reducing screen time in children. The most appropriate intervention strategy is program extension up to one year in case of such adverse outcomes. However, this alternative would necessitate more resource allocation. The other alternative is supplementing screen time reduction and physical exercises increment education with other interventions. For instance, the education program would include a nutritional management component. From a health perspective, education on healthy eating is regarded as an effective family-based strategy for obesity management (Kim & Lim., 2019). The strategy requires resource facilitation too.
Maintaining, Extending, Revising, and Discontinuing the EBP Project
Based on the implementation and evaluation outcomes, the education program will be maintained by adopting it as an organizational policy. It will be the basis for conducting similar programs annually. An extension will be considered if the program achieves the desired outcomes, but more time is needed to maximize outcomes. Also, it can be extended if more resources to facilitate are obtained as the implementation progresses. A revision will be necessary in case of inefficiencies or changes are necessitated if the project cannot succeed in its current form. The project can also be discontinued in case of resources depletion. The other situation warranting discontinuation is a situation where the application of other strategies seems the better option.
Conclusion NUR 590 EBP Project Proposal Final Paper Constantine
Childhood obesity is a serious health concern affecting children’s health adversely and increases illness burden in families and health care organizations. As a result, evidence-based strategies are needed to reduce its incidence. This paper has described the intervention detailing how educating parents and children on reducing screen time and increasing physical activity will help to reduce childhood obesity incidence in the organization. The appropriateness of the Iowa model has also been described in enabling a systematic, multi-phased process. Other important sections include the literature review on previous studies supporting education programs and awareness to improve knowledge and the implementation plan. The final section is the evaluation plan explaining how to assess the project’s success and appropriate interventions in case of negative results.
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Appendices
Appendix 1: The ORCA Instrument
Evidence Assessment
Parameter | Rating | |||||
The project’s Evidence | Strongly disagree | Disagree | Neither agree nor disagree | Agree | Strongly agree | Don’t know/NA |
Supported by RCTs and other high-level scientific evidence | 5 | |||||
Evidence informed by clinical experience | 5 | |||||
Patient preferences are considered | 5 |
Context Assessment (leadership)
Parameter | Rating | |||||
Senior leadership | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree (5) | Don’t know/NA |
Recommends and supports clinical innovation and creativity | 5 | |||||
Solicits opinions from clinical staff | 4 | |||||
Seek interventions to improve patient education and increase participant in care processes. | 5 |
Readiness for Change
(Readiness for change) Opinion leaders in your organization. | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree (5) | Don’t know/NA |
Believe that the current practice patterns can be improved | 5 | |||||
Encourage and support changes in practice patterns to improve patient care | 5 | |||||
Are willing to try new clinical protocols | 4 | |||||
Work cooperatively with senior leadership/clinical management to make appropriate changes | 4 |
Facilitation Assessment
Senior Leadership/Clinical management/staff opinion leaders | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree (5) | Don’t know/NA |
Agree on the goals for this intervention | 5 | |||||
Will be informed and involved in the intervention | 5 | |||||
Agree on adequate resources to accomplish the intervention | 5 | |||||
Set a high priority on the success of the intervention | 4 |
The implementation team members: | Strongly disagree (1) | Disagree (2) | Neither agree nor disagree (3) | Agree (4) | Strongly agree (5) | Don’t know/NA |
Share responsibility for the success of this project | 5 | |||||
Have clearly defined roles and responsibilities | 4 | |||||
Have release time or can accomplish intervention tasks within their regular work load | 5 | |||||
Have staff support and other resources required for the project | 4 |
Overall = 84/90 (93%)
Appendix 2: Iowa Model
Appendix 3: Timeline
Step | Activity | Expected Completion Date |
1 | Contacting the management | First month |
2 | Searching for the necessary resources | Second month |
3 | Identifying the implementation team | Third month |
4 | Roles allocation | Third month |
5 | Training and education materials distribution | Fourth month |
6 | Evaluation | Fifth month |
7 | Adopting the EBP project as an organizational policy for quality improvement | Sixth month |
8 | Report writing and dissemination of findings | Sixth month |
Appendix 4: Budget and Resource List
Item/Resource | Estimated Cost |
Training | $7,500 |
Computer related materials | $2, 500 |
Travel expenses, report compiling and dissemination, and presentation to stakeholders | $3,500 |
Refreshments | $600 |
Education materials and distribution | $800 |
Miscellaneous expenses and adjustments | $1,500 |
Appendix 5: Questionnaire
Data at the beginning of the project | |
Number of participants _____________ | |
How much time do your child/children spend daily watching TV or using electronic gadgets? | i. Less than 4 hours
ii. Between 4-6 hours iii. More than 6 hours |
How much time do your child/children spend daily on physical activities | i. No activity
ii. Less than 1 hour iii. More than 1 hour |
List the common activities that the child/children engage in | |
Data at the end of the project | |
Number of participants _____________- | |
How much time do your child/children spend daily watching TV or using electronic gadgets? | a) Less than 4 hours
b) Between 4-6 hours c) More than 6 hours |
How much time do your child/children spend daily on physical activities | · No activity
· Less than 1 hour · More than 1 hour |
List the common activities that the child/children engage in |
Appendix 6: PICOT
PICOT Question | |||
P | Population | School-age children with obesity
Obesity among school-age children has reached epidemic levels in the United States. Obesity is a serious public health concern since it affects various health dimensions including physical, psychological, and cardiovascular health. Childhood obesity’s prevalence is still high in the US since 1 in every 5 children has obesity (Skinner et al., 2018). Risk factors in early childhood include poor eating habits, lack of physical activity, genetics, and negative childhood events (Lindberg et al., 2020; Tester et al., 2018). Therefore, immediate, evidence-based, and population-driven interventions are necessary to reduce the surging rates. |
|
I | Intervention | Educating parents and children
Parents can help to reduce obesity rates by modeling healthy living among children. The outcomes can be improved when children understand the risks and can actively participate in obesity prevention activities. Educating parents and children on the benefits of reducing screen time and increasing physical activity is a practical nursing intervention since its goal is to promote healthy living by keeping children free from sedentary living. Parents and children should understand the risks that too much screen time and behaviors it is likely to promote such as unhealthy snacking (Pearson et al., 2020). Guidance on the importance of children being more physically active is vital. |
|
C | Comparison | No education
The comparison considered is no education for parents and children on the need to minimize screen time and regulation strategies. In this case, parents will apply self-taught strategies or knowledge acquired from social and mainstream media to control obesity. In this case, the difference in outcomes after educating parents and children, if any, would be primarily attributed to the nursing intervention. |
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O | Outcome | Reduced obesity rates
Educating parents and children on the implications of too much screen time and the need to increase physical activity is expected to be the foundation of behavior change. As a nursing intervention, the education program will improve knowledge on the connection between obesity in children and screen time as a risk factor. Minimizing screen time will lead to a proportional reduction in obesity rates among children, which has become a public health concern since its trend has taken an upward trajectory in the past decade (Skinner et al., 2018). The overall outcome is creating a healthy populace by reducing obesity rates among school-age children. |
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T | Timeframe | Six months
It is possible to achieve the targeted outcome in six months. Parents are expected to start implementing the knowledge acquired immediately, and children are expected to change their behaviors instantly as far as screen time is concerned. |
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PICOT
Create a complete PICOT statement. |
In school-age children with obesity (P), can educating parents and children on reducing screen time and increasing physical activity (I) compared to no education (C) reduce obesity rates (O) in six months (T)? | ||
Problem Statement
Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.
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School-age children are a vulnerable population at high risk of obesity. A significant proportion spends a lot of time on screens watching television, gaming, and social interaction, among other ways. Increased screen time increases obesity prevalence since it is associated with too much energy intake and low physical activity (Schwarzfischer et al., 2020). Obesity puts children at risk of diabetes and cardiovascular, physical, and mental health problems. The increased illness burden increases health care costs and nurses’ workload, and evidence-based interventions are necessary. | ||
Appendix 7: APA Checklist Summarized
Title page | ✔ |
Abstract | Not needed |
Page numbering- flush right | ✔ |
The introductory paragraph or section should not be labeled | ✔ |
All headings in bold | ✔ |
Double line spacing | ✔ |
Margins- 1 inch throughout | ✔ |
Paragraph formatting- indented and left-aligned | ✔ |
Punctuations after quotations | None |
Section headings- level 1 headings centered and in bold, and in title case | ✔ |
References and citations- | ✔ |
References- in a new page. The word references centered.
Include URLs and DOI as appropriate |
✔
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NUR 590 EBP Project Proposal Final Paper Constantine 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
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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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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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:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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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
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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0 Points Deducted | 5 Points Lost | |||||
Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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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. |