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: 

  1. Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies. 
  1. Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice. 
  1. Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes. 
  1. Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project proposal. 
  1. 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.” 

 

https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element-view/general/Library_Walk_Through_Tutorial/C08DFB75-69DE-E611-A9AE-005056BD1ABC 

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:
 

  1. Present a PICOT for the evidence-based practice project proposal. 
  1. Examine the role of the advanced registered nursing in evidence-based practice. 

Assessments 

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Class Introductions 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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 

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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 

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Topic 2: Making the Case for Evidence-Based Practice 

Aug 19, 2021 - Aug 25, 2021 

Max Points:130 

Objectives:
 

  1. Describe effective strategies to create an evidence-based practice culture within a health care setting. 
  1. Identify stakeholders needed for the evidence-based practice project. 
  1. Assess organizational readiness for the evidence-based practice project. 

Assessments 

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Topic 2 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc. 
  1. 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. 
  1. Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization. 
  1. Propose strategies to better facilitate the readiness of the organization. 
  1. Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal. 
  1. 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 

GO TO DISCUSSION 

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 

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

 

Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice 

Read Chapters 15 and 18 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. 

View Resource 

 

Agency for Healthcare Research and Quality 

Explore the Agency for Healthcare Research and Quality (AHRQ) website. 

http://www.ahrq.gov/ 

 

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 

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JBI EBP Resources 

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

https://jbi.global/ebp 

 

Organizational Readiness Tools for Global Health Intervention: A Review 

Read “Organizational Readiness Tools for Global Health Intervention: A Review,” by Dearing, from Frontiers in Public Health</ 

… Read More 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5840160/ 

 

The Checklist: Recognize Limits, but Harness Its Power 

Read “The Checklist: Recognize Limits, but Harness Its Power,” by Grif Alspach, from Critical Care Nurse (2017). 

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125112053&site=ehost-live&scope=site 

 

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 

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

 

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 

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Topic 3: Theoretical Framework and Models for Change 

Aug 26, 2021 - Sep 01, 2021 

Max Points:130 

Objectives:
 

  1. Apply a change model or framework to the evidence-based practice project proposal. 
  1. Describe the relationship between bias and a framework or model. 

Assessments 

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Topic 3 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. Identify the selected model or framework for change and discuss its relevance to your project. 
  1. Discuss each of the stages in the change model/framework. 
  1. Describe how you would apply each stage of the model or theoretical framework in your proposed implementation. 
  1. 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 

GO TO DISCUSSION 

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 

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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 

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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:
 

  1. Select a research design for the evidence-based project proposal. 
  1. Select a statistical test for the evidence-based project proposal. 

Assessments 

Collapse All 

Topic 4 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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 

Collapse All 

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 

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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:
 

  1. Propose an implementation plan for the evidence-based practice proposal. 
  1. Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal. 

Assessments 

Collapse All 

Topic 5 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. 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. 
  1. 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. 
  1. 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. 
  1. 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. 
  1. 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. 
  1. Explain the process for delivering the intervention and indicate if any training will be needed. 
  1. Discuss the stakeholders that are needed to implement the plan. 
  1. Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these. 
  1. 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 

GO TO DISCUSSION 

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 

Collapse All 

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 

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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 

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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 

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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:
 

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

Assessments 

Collapse All 

Topic 6 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. Discuss the expected outcomes for your evidence-based practice project proposal. 
  1. 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. 
  1. Select a statistical test for your project and explain why it is best suited for the tool you choose. 
  1. 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. 
  1. Propose strategies that will be taken if outcomes do not provide positive or expected results. 
  1. 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 

GO TO DISCUSSION 

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 

Collapse All 

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 

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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:
 

  1. Propose strategies used to disseminate evidence to influence health care outcomes. 

Assessments 

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Topic 7 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. Introduction (include PICOT statement) 
  1. Organizational Culture and Readiness 
  1. Problem Statement and Literature Review 
  1. Change Model, or Framework 
  1. Implementation Plan 
  1. Evaluation Plan 
  1. 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 

GO TO DISCUSSION 

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 

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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,  

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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- 

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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 

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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 

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Topic 8: Evidence-Based Practice Appraisal 

Sep 30, 2021 - Oct 06, 2021 

Max Points:180 

Objectives:
 

  1. Propose strategies for incorporating evidence-based practice into a personal practice. 

Assessments 

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Topic 8 DQ 1 

GO TO DISCUSSION 

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 

GO TO DISCUSSION 

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: 

  1. Incorporate all necessary revisions and corrections suggested by your instructors. 
  1. 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). 
  1. 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: 

  1. Problem Statement 
  1. Organizational Culture and Readiness 
  1. Literature Review 
  1. Change Model, or Framework 
  1. Implementation Plan 
  1. Evaluation Plan 

Appendices 

The appendices at the end of your paper should include the following: 

  1. All final changes or revisions for the drafts that will be included in the appendices of your paper. 
  1. 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 

GO TO DISCUSSION 

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 

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Translating Evidence Into Practice Through Knowledge Implementation 

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Translating Evidence Into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice 

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Advanced Nursing Research: From Theory to Practice 

Read Chapter 25 in Advanced Nursing Research: From Theory to Practice. 

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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

 

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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

NUR 590 EBP Project Proposal Final Paper Constantine
NUR 590 EBP Project Proposal Final Paper Constantine

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.

 

References NUR 590 EBP Project Proposal Final Paper Constantine

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Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: An interpretive description. Implementation Science Communications1(1), 1-9. https://doi.org/10.1186/s43058-020-00070-0

El, A. T. A. E. W., Sharkawy, A. R. S., & Abd El Hady, R. M. (2019). Application of Iowa model evidence-based practice on maternity nurses regarding postpartum hemorrhage. Journal of Critical Reviews7(5), 883-891. http://dx.doi.org/10.31838/jcr.07.05.183

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Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity16(1), 1-8. https://dx.doi.org/10.1186%2Fs12966-019-0788-3

Grønmo, S. (2019). Social research methods: Qualitative, quantitative and mixed methods approaches. Sage.

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Hewitt, L., Benjamin-Neelon, S. E., Carson, V., Stanley, R. M., Janssen, I., & Okely, A. D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: An observational study. Infant Behavior and Development50, 88-97. https://doi.org/10.1016/j.infbeh.2017.11.008

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Lin, Y. M., Kuo, S. Y., Chang, Y. K., Lin, P. C., Lin, Y. K., Lee, P. H.,  Lin, P. H. & Chen, S. R. (2021). Effects of parental education on screen time, sleep disturbances, and psychosocial adaptation among Asian preschoolers: A randomized controlled study. Journal of Pediatric Nursing56, e27-e34. https://doi.org/10.1016/j.pedn.2020.07.003

Lindberg, L., Danielsson, P., Persson, M., Marcus, C., & Hagman, E. (2020). Association of childhood obesity with risk of early all-cause and cause-specific mortality: A Swedish prospective cohort study. PLoS Medicine17(3), e1003078. https://doi.org/10.1371/journal.pmed.1003078

McKelvey, L. M., Saccente, J. E., & Swindle, T. M. (2019). Adverse childhood experiences in infancy and toddlerhood predict obesity and health outcomes in middle childhood. Childhood Obesity15(3), 206-215. https://doi.org/10.1089/chi.2018.0225

Pearson, N., Biddle, S. J., Griffiths, P., Sherar, L. B., McGeorge, S., & Haycraft, E. (2020). Reducing screen-time and unhealthy snacking in 9–11 year old children: The Kids FIRST pilot randomised controlled trial. BMC Public Health20(1), 1-14. https://doi.org/10.1186/s12889-020-8232-9

Polgar, S., & Thomas, S. A. (2019). Introduction to research in the Health Sciences-E-Book. Elsevier Health Sciences.

Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One15(3), e0229708. https://doi.org/10.1371/journal.pone.0229708

Skinner, A. C., Ravanbakht, S. N., Skelton, J. A., Perrin, E. M., & Armstrong, S. C. (2018). Prevalence of obesity and severe obesity in US children, 1999–2016. Pediatrics141(3). https://doi.org/10.1542/peds.2017-3459

Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open9(1), e023191. https://doi.org/10.1136/bmjopen-2018-023191

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: Benefits, risks, and strategies for success. NPJ Digital Medicine3(1), 1-10. https://doi.org/10.1038/s41746-020-0221-y

Tester, J. M., Phan, T. L. T., Tucker, J. M., Leung, C. W., Gillette, M. L. D., Sweeney, B. R., … & Eneli, I. U. (2018). Characteristics of children 2 to 5 years of age with severe obesity. Pediatrics141(3). https://doi.org/10.1542/peds.2017-3228

Wärnberg, J., Pérez-Farinós, N., Benavente-Marín, J. C., Gómez, S. F., Labayen, I., G Zapico, A., … & Barón-López, F. J. (2021). Screen Time and Parents’ Education Level Are Associated with Poor Adherence to the Mediterranean Diet in Spanish Children and Adolescents: The PASOS Study. Journal of Clinical Medicine10(4), 795. https://doi.org/10.3390/jcm10040795

Wyant, T. (2017). Adopt an evidence-based practice model to facilitate practice change. ONSVOICE. https://voice.ons.org/news-and-views/adopt-an-evidence-based-practice-model-to-facilitate-practice-change

Yoo, J. Y., Kim, J. H., Kim, J. S., Kim, H. L., & Ki, J. S. (2019). Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture. PloS One14(12), e0226742. https://doi.org/10.1371/journal.pone.0226742

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.

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.

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.

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.

 

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

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

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

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

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

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

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

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

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

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

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

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

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

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

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

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

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

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

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

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

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

AND

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

  • 4-6 errors in APA format.

AND/OR

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

AND/OR

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

  • 7-9 errors in APA format.

AND/OR

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

AND/OR

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

The following was present:

  • 10- 12 errors in APA format

AND/OR

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

AND/OR

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

The following was present:

  • 13 – 15 errors in APA format

AND/OR

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

AND/OR

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

AND/OR

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

  • 16 to greater errors in APA format.

AND/OR

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

AND/OR

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

Requirements

Demonstrated the following:

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

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

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

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

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

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Also Read: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay