NUR 590 EBP Project Proposal Presentation -

NUR 590 EBP Project Proposal Presentation

Sample Answer for NUR 590 EBP Project Proposal Presentation Included After Question

Assessment Description

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

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

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

NUR 590 EBP Project Proposal Presentation

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.

Resources

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Advanced Nursing Research: From Theory to Practice

Read Chapters 22 and 23 in Advanced Nursing Research: From Theory to Practice.

View Resource

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,

Loom

Loom is a free video recording tool that allows you send messages through shareable videos. For assistance on installing the softwa

Advanced Practice Nursing: Essential Knowledge for the Profession

Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.

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

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-

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

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

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

https://lopes.idm.oclc.org/login

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 EBP Project Proposal Presentation

Evidence-Based Practice Project Proposal Presentation – Rubric

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Introduction

6 points

Criteria Description

Introduction

5: Excellent

6 points

The introduction is succinct, captures the attention of the audience, clearly identifies PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

4: Good

5.52 points

The introduction is adequate. The PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation are discussed.

3: Satisfactory

5.28 points

The introduction omits key aspects of the PICOT and fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation.

2: Less Than Satisfactory

4.8 points

The introduction generally presents the PICOT statement and most of the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

1: Unsatisfactory

0 points

An introduction is not included.

Organizational and Cultural Readiness

12 points

Criteria Description

Organizational and Cultural Readiness

5: Excellent

12 points

The organizational culture and readiness are thoroughly discussed and provide insight into the organization challenges.

4: Good

11.04 points

The discussion on the organizational culture and readiness is incomplete.

3: Satisfactory

10.56 points

The organizational culture and readiness are adequately discussed and provide the necessary insight into the organization challenges.

2: Less Than Satisfactory

9.6 points

The discussion on the organizational culture and readiness is not included.

1: Unsatisfactory

0 points

The organizational culture and readiness are generally discussed and provide insight into some of the challenges faced by the organization.

Problem Statement and Literature Review

18 points

Criteria Description

Problem Statement and Literature Review

5: Excellent

18 points

The problem describes the issue using evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide adequate rationale and support throughout.

4: Good

16.56 points

The problem statement summarizes the issue and uses evidence-based support from some of the literature review to rationalize and justify the problem. The research from the literature review provides general support overall.

3: Satisfactory

15.84 points

The problem statement is consistent throughout the presentation and concisely describes the issue using strong evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide excellent rationale and support throughout.

2: Less Than Satisfactory

14.4 points

The problem statement outlines the issue. Support from the research from the literature review is inconsistent.

1: Unsatisfactory

0 points

The problem statement is not clearly stated. Research from the literature review is not included.

Change Model or Framework

12 points

Criteria Description

Change Model or Framework

5: Excellent

12 points

The selected model or framework and its application to the proposed implementation are thoroughly described.

4: Good

11.04 points

The selected model or framework and its application to the proposed implementation are adequately described.

3: Satisfactory

10.56 points

The selected model or framework and its application to the proposed implementation are generally described.

2: Less Than Satisfactory

9.6 points

The selected model or framework is and its application to the proposed implementation are only partially described.

1: Unsatisfactory

0 points

The selected model or framework and its application to the proposed implementation are not described.

Implementation Plan

12 points

Criteria Description

Implementation Plan

5: Excellent

12 points

The implementation plan is thoroughly described and provides the details for the various aspects.

4: Good

11.04 points

The implementation plan is generally described and provides an overall outline for the various aspects.

3: Satisfactory

10.56 points

The implementation plan is adequately described and provides the details for the various aspects.

2: Less Than Satisfactory

9.6 points

The implementation plan is not described.

1: Unsatisfactory

0 points

The implementation plan is only partially described.

Evaluation Plan

12 points

Criteria Description

Evaluation Plan

5: Excellent

12 points

The evaluation plan is thoroughly described and provides the details for the various aspects.

4: Good

11.04 points

The evaluation plan is adequately described and provides key information for the various aspects.

3: Satisfactory

10.56 points

The evaluation plan is outlined and provides general information for most aspects.

2: Less Than Satisfactory

9.6 points

The evaluation plan is only partially described.

1: Unsatisfactory

0 points

The evaluation plan is not described.

Conclusion

6 points

Criteria Description

Conclusion

5: Excellent

6 points

The conclusion is short, clear and summarizes the key points of the presentation in a powerful and memorable way.

4: Good

5.52 points

The conclusion summarizes the key points of the presentation in a concise manner.

3: Satisfactory

5.28 points

The conclusion outlines the broad aspects of the presentation.

2: Less Than Satisfactory

4.8 points

The conclusion mentions some aspects of the presentation, but there are some key aspects missing.

1: Unsatisfactory

0 points

A conclusion is not presented.

Research

6 points

Criteria Description

Research

5: Excellent

6 points

Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.

4: Good

5.52 points

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.

3: Satisfactory

5.28 points

No outside sources were used to support the assignment.

2: Less Than Satisfactory

4.8 points

Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness.

1: Unsatisfactory

0 points

Few outside sources were used to support the assignment. Limited research is apparent.

Presentation

12 points

Criteria Description

Presentation PowerPoint, speaker notes, Loom voice over or video.

5: Excellent

12 points

The submission is presented effectively, and all of the required elements creatively contribute to the presentation of the concepts.

4: Good

11.04 points

The submission is presented effectively and contains all of the required elements.

3: Satisfactory

10.56 points

The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements.

2: Less Than Satisfactory

9.6 points

The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements.

1: Unsatisfactory

0 points

The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements.

Aesthetic Quality

6 points

Criteria Description

Aesthetic Quality

5: Excellent

6 points

Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.

4: Good

5.52 points

Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.

3: Satisfactory

5.28 points

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

2: Less Than Satisfactory

4.8 points

Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.

1: Unsatisfactory

0 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.

Synthesis

6 points

Criteria Description

Synthesis

5: Excellent

6 points

Synthesis integrates ideas but does not adequately form a cohesive whole. Combination of elements at times is confusing.

4: Good

5.52 points

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.

3: Satisfactory

5.28 points

Synthesis integrates ideas to form a cohesive whole. Combination of elements is logical and justified.

2: Less Than Satisfactory

4.8 points

Synthesis integrates ideas inadequately. The combination of elements is not logical.

1: Unsatisfactory

0 points

Synthesis does not successfully integrate ideas to form a cohesive whole. The combination of elements is not logical and/or verifiable.

Mechanics of Writing

6 points

Criteria Description

Mechanics of Writing Includes spelling, punctuation, grammar, and language use.

5: Excellent

6 points

The writer is clearly in command of standard, written, academic English.

4: Good

5.52 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3: Satisfactory

5.28 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

2: Less Than Satisfactory

4.8 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

5: Excellent

6 points

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

4: Good

5.52 points

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

3: Satisfactory

5.28 points

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

2: Less Than Satisfactory

4.8 points

Sources are not documented.

1: Unsatisfactory

0 points

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

Total 120 points

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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

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Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

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Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

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Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

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Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource

A Sample Answer For the Assignment: NUR 590 EBP Project Proposal Presentation

Title: NUR 590 EBP Project Proposal Presentation

Section A: Organizational Culture and Readiness

To determine the organizational readiness for the EBP project, a readiness assessment was conducted at the organizational level using Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS) (Egeland et al., 2016). The assessment indicated that the organization is ready to implement the EBP project. However, the barrier noticed was low level of commitment from the employees towards the adoption of the EBP project. On the other hand, the facilitators observed included the on-site health care providers who were willing to promote the EBP. Moreover, the management also expressed willingness to facilitate the project by establishing sufficient system for personal and professional development (Egeland et al., 2016).

Regarding the high scores, the assessment tool contained nineteen categories and the organizational performed well in seven categories, with the commitment by the management and providers topping the list in the high scores. On the other hand, the low scores were recorded in poor performance in six categories including lack of critical personnel such as librarian to guide employees on EBP application (Egeland et al., 2016). Moreover, the organization did not have tuition reimbursement program that could provide employees with financial incentives for advancing their education.

Concerning incorporation of clinical inquiry, the organization will ensure that health care professionals are given adequate EBP training to enhance their confidence and inspiration for EBP. The training will be crucial in highlighting areas of weakness that need enhancement (Billsten et al., 2018). Consequently, the organization will develop policy to guide EBP implementation and assist in adopting the approved EBP solutions.

Section B: Proposal/Problem Statement and Literature Review

Refining PICOT into Problem Statement

The focus of this EBP project is on cervical cancer. Cervical cancer is among the most prevalent female reproductive cancers. The PICOT developed is, In women age 20-35 years (P), how will the use of a web-based learning program on cancer screening (I), compared to no such program (C) affect screening rates (O) over 8 months (T)? The burden of cervical cancer continues consistently among the population and it is currently the fourth leading cause of cancer-related deaths among women internationally. Kong et al. (2019) reported a significant increase of about 10.3% in the incidences of cervical cancer between the years 2000 and 2009 with approximately 570,000 new cases of cervical cancer. The study also indicated that younger women aged between 20 and 35 years are the most affected by the condition. However, Kong et al. (2019) identified delay in diagnosis as the primary cause of high mortality among patients since it lowers the survival rates. Moreover, the study reported that the higher prevalence of the cervical cancer among women aged between 20 and 35 can be attributed to the effort to preserve fertility.

Fortunately, among all the cancers affecting reproductive organs of women, cervical cancer is the one that can be easily prevented. In most cases, screening for early detection and prevention of cervical cancer is conducted using Pap smear or Papanicolaou test, which are associated with nearly 70% reduction in cervical cancer mortality rates (Vaccarella et al., 2016). However, despite the massive devastating burden associated cervical cancer, the willingness of women to go for cervical cancer screening remains wanting. As such, this project recommended introduction of education programs on cervical cancer screening among women aged between 20 and 35 years to help in creating awareness and increase their willingness to go for screening. Education is also crucial in addressing the misconceptions that exist in the society concerning cervical cancer screening. Education will also empower women to take responsibility for their lives.

According to Cancer Council Australia (2021), online learning program may involve modules that provide latest information and approaches to screening for different types of cancer including the cervical cancer. As such, web-based learning can be essential in ensuring proper education on cervical cancer screening among the women in target population due to its unparalleled flexibility since the participants can access the training program or course content anywhere at any time. Moreover, learning can occur independently of space and time. As such, the web-based learning can be highly effective and flexible method to educate the target population.

There are several studies that have been conducted that can support the PICOT. Naz et al., (2018) conducted a study with the aim of systematically assessing the effects of educational interventions on cervical cancer screening behavior of women. The systematic review involved searching of the Cochrane library, Web of Science, Science Direct, PubMed, Scopus and search engine of Google scholar for all interventional studies. The study produced thirty seven articles with 15,658 female participants from various parts of the world. Of the thirty seven articles, nearly three quarter delved into the behavior change interventions while nearly one fourth of the articles delved into health education models. The findings of the study revealed that various interventions and health behavior change frameworks offer an effective foundation for cervical cancer prevention. As such, health providers are advised to select educational techniques based on the individual patient situation. However, the limitation in this study is failure to include the grey literature.

On the other hand, Abu et al., (2020) conducted a study to establish the role of health education on cervical cancer screening utilization. The study used two-pronged clustered randomized controlled trial at eight public health centers that provide cervical cancer screening services using visual inspection with acetic acid (VIA) in Addis Ababa, Ethiopia. The study found that provision of focused health education supported by print educational materials improved uptake of cervical cancer screening services. However, the limitation of this study is that it was conducted in urban setting which comprises individuals who can read and write and so, it cannot be generalized in many parts of the country especially in rural settings where most women are age and illiterate.

References

Abu, S. H., Woldehanna, B. T., Nida, E. T., Tilahun, A. W., Gebremariam, M. Y., & Sisay, M. M. (2020). The role of health education on cervical cancer screening uptake at selected health centers in Addis Ababa. PloS one, 15(10), e0239580.  https://doi.org/10.1371/journal.pone.0239580

Billsten, J., Fridell, M., Holmberg, R., & Ivarsson, A. (2018). Organizational Readiness for Change (ORC) test used in the implementation of assessment instruments and treatment methods in a Swedish National study. Journal of substance abuse treatment, 84, 9-16. https://doi.org/10.1016/j.jsat.2017.10.004

Cancer Council Australia. (2021). Online learning Online: health modules to help keep you up to date on cancer reseaerch. Retrieved from https://www.cancer.org.au/health-professionals/resources/online-learning

Egeland, K. M., Ruud, T., Ogden, T., Lindstrøm, J. C., & Heiervang, K. S. (2016). Psychometric properties of the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS): to measure implementation readiness. Health research policy and systems, 14(1), 1-10. https://doi.org/10.1186/s12961-016-0114-3

Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051-2058. https://doi.org/10.2147/cmar.s195098

Naz, M. S. G., Kariman, N., Ebadi, A., Ozgoli, G., Ghasemi, V., & Fakari, F. R. (2018). Educational interventions for cervical cancer screening behavior of women: a systematic review. Asian Pacific journal of cancer prevention: APJCP, 19(4), 875. doi: 10.22034/APJCP.2018.19.4.875

Vaccarella, S., Franceschi, S., Zaridze, D., Poljak, M., Veerus, P., Plummer, M., & Bray, F. (2016). Preventable fractions of cervical cancer via effective screening in six Baltic, central, and eastern European countries 2017–40: a population-based study. The Lancet Oncology, 17(10), 1445-1452. https://doi.org/10.1016/S1470-2045(16)30275-3