NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

Sample Answer for NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay Included After Question

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.
2. 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.
3. Select a statistical test for your project and explain why it is best suited for the tool you choose.
4. 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.
5. Propose strategies that will be taken if outcomes do not provide positive or expected results.
6. 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.

A Sample Answer For the Assignment: NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

Title:  NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

The evaluation of evidence-based practice (EBP) project proposal is essential to ascertain the effectiveness of the suggested intervention. The evaluation must define the expected outcomes, and identify data collection tools to determine their effectiveness, validity, reliability and application to the project (Melnyk et al., 2019). Additionally, statistical tests for the proposed intervention should be selected and be appropriate or align with the data collection tools. The purpose of this paper to describe the evaluation plan for the proposed EBP project of implementing Fall TIPS to reduce falls among adult patients in medical-surgical unit.

Expected Outcomes

The EBP process implores one to identify the expected outcomes of the proposed project. Most EBP projects focus on improving quality of patient care through leveraging research evidence and optimization of clinical skills and knowledge. Imperatively, the main expected outcome for this EBP project proposal is to reduce the occurrence of patient falls in the medical-surgical unit by 30% within six months of the implementation (Rebekah et al., 2018). The expectation is that implementing Fall TIPS will allow nurses and other providers to tailor fall prevention interventions based on a patient’s condition and not a one-fits-all approach.

Data Collection Tool: Validity, Reliability & Applicability

While there are different data collection tools for EBP project proposal. In this case, the project will use qualitative design meaning that it will apply questionnaires and focus groups as well as observation to collect data on the efficacy of the proposed intervention. These data collection tools are valid and applicable as well as reliable since they gather data from patients on firsthand experience. These tools will be effective because they will integrate diverse aspects of the project and what it means for patients in the setting (Grove et al., 2019). The semi-structured questions and observations will complement each other and increase the overall validity and reliability.

Statistical Test

Researchers use appropriate statistical test tools based on the type of data collection deployed. Researchers use statistical test to organize data into evaluable results to determine the effectiveness of an EBP project proposal. Because of the various sets of subjects and data collection tools, the most appropriate statistical test will be the t-test. The independent t-test has data from different subjects so difference in measurements among the individuals can be determined (Rebekah et al., 2018). This test is best-suited to the project due to the data collection tools selected to gather information from patients on Fall TIPS model.

Methods Applied to the Data Collection Tool

As part of the evaluation plan, methods must be uses to the data collection tool and consideration should be made on outcome measures. Method analysis and presentation influences the evaluation of study claims, promotes more rigor on access to data and encouraged increased transparency and honesty in research. Using data collected through semi-structured questionnaires, the researchers will measure patient outcomes and experiences (Lengnick-Hall et al., 2020). They will then tabulate the data to determine if there are changes after the implementation of the Fall TIPS. The research will the deploy computation tools to determine rates of improvement based on the reduction of falls within the unit.

Alternative Strategies

An effective evaluation plan must develop alternative strategies that can be used if outcomes are not positive or fail to deliver expected results. Improving care quality through reduced prevalence of falls is an iterative process meaning that it is not immune to corrections and refining as providers learn from experience to improve outcomes. The implication is that the project will integrate effective approaches that include better communication and collaboration, use of inter-professional interventions based on better communication approaches.

Strategies to Address Unexpected or Negative Outcomes

It is anticipated that the proposed intervention will result in positive outcomes as indicated above. However, in the event that the outcomes are negative, the researchers will deploy various strategies to correct the issue. The first strategy will be to re-examine the implemented intervention by analyzing the process and all components associated with ach stage. Such an approach may reveal weak areas of the project that requires improvement for the intervention to offer better outcomes. The next strategy is formulation of new timelines, especially extending the project schedule and time. This will allow the stakeholders to explore corrective measures and possibly have better outcomes. The other aspect would be to change the implementation model or conceptual framework, if possible, and where it does not offer better interpretation of the expected outcomes.

Plan to Maintain, Extend, Revise, & Discontinue the EBP Project

The maintenance, extension, revision and discontinuation of the EBP project will require developing an appropriate plan. In this case, sustenance of the EBP implementation will require training, continual quality monitoring, and developing teams that will review areas of concern and ensure that the Fall TIPS focus on patient needs and concerns. Review of objectives and goals will also be important as it identify areas that may be discontinued because of their inappropriateness to the project Revision will be based on the project’s inability to meet expected outcomes. The review process will trigger change aimed at providing better approaches to avoid similar mistakes in the future.

Conclusion

Evaluation is a critical phase of the EBP process and project implementation. Developing an evaluation plan allows stakeholders and project team to understand different aspects of the implementation and the expected outcomes. The evaluation plan identifies weak areas and what the implementers can integrate to attain expected outcomes.

References

Grove, S. K., & Cipher, D. J. (2019). Statistics for Nursing Research-e-book: A

            workbook for evidence-based practice. Elsevier Health Sciences.

Lengnick-Hall, R., Willging, C. E., Hurlburt, M. S., & Aarons, G. A. (2020). Incorporators, early

investors, and learners: A longitudinal study of organizational adaptation during EBP implementation and sustainment. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01031-w

Koota, E., Kääriäinen, M., Kyngäs, H., Lääperi, M., & Melender, H. (2021). Effectiveness of

evidence‐based practice (EBP) education on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior: A randomized controlled trial. Worldviews on Evidence-Based Nursing, 18(1), 23-32. https://doi.org/10.1111/wvn.12485

Melnyk, B. M. & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing &

            Healthcare: A Guide to Best Practice. Wolters Kluwer.

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of

Continuing Nursing Education,19(1), 62-70. https://www.ijcne.org/text.asp?

2018/19/1/62/28649

Resources

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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

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

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

Advanced Practice Nursing: Essential Knowledge for the Profession

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

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

View Resource

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

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 Educational Intervention Studies: A Systematic Review of What Is Taught and How It I s Measured

Read “Evidence-Based Practice Educational Intervention Studies: A Systematic Review of What is Taught and How it is Measured,” by

… Read More

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/evidence-based-practice-educational-intervention/docview/2089734479/se-2?accountid=7374

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 Nursing Research: From Theory to Practice

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

View Resource

Evidence-Based Practice Project Proposal: Evaluation Plan – Rubric

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Expected Outcomes for Evidence-Based Practice Project Proposal

14.4 points

Criteria Description

Expected Outcomes for Evidence-Based Practice Project Proposal

5. 5: Excellent

14.4 points

Expected outcomes for the evidence-based practice project proposal are discussed. Thorough explanations and strong supporting research are provided.

4. 4: Good

13.25 points

Expected outcomes for the evidence-based practice project proposal are discussed. Some detail is needed for clarity or support.

3. 3: Satisfactory

12.67 points

Expected outcomes for the evidence-based practice project proposal are summarized. More information is needed.

2. 2: Less Than Satisfactory

11.52 points

Some expected outcomes for the evidence-based practice project proposal are only partially outlined.

1. 1: Unsatisfactory

0 points

Expected outcomes for the evidence-based practice project proposal are not discussed.

Data Collection Tools

12 points

Criteria Description

Data Collection Tools

5. 5: Excellent

12 points

A data collection tool is selected and a well-supported explanation for why the tool is valid, reliable, and applicable and would be effective for the research design is presented.

4. 4: Good

11.04 points

A data collection tool is selected, and an explanation for why the tool would be effective for the research design is presented. An explanation for the tool is valid, reliable, and applicable. Some detail is needed for clarity or support.

3. 3: Satisfactory

10.56 points

A data collection tool is selected, and a summary for why the tool would be effective for the research design is presented. A general explanation for the tool is valid, reliable, and applicable, but more information and support are needed.

2. 2: Less Than Satisfactory

9.6 points

A data collection tool is selected, but it is unclear why the tool would be effective for the research design. A valid, reliable, and applicable explanation for the tool is incomplete.

1. 1: Unsatisfactory

0 points

A data collection tool is not discussed.

Statistical Test for Project

12 points

Criteria Description

Statistical Test for Project

5. 5: Excellent

12 points

A statistical test is selected, and a well-supported explanation for why the test is best suited for the tool is clearly presented.

4. 4: Good

11.04 points

A statistical test is selected, and an explanation for why the test is best suited for the tool is presented. Some detail is needed for clarity or support.

3. 3: Satisfactory

10.56 points

A statistical test is selected, and a summary for why the test is best suited for the tool is presented. More information or support is needed.

2. 2: Less Than Satisfactory

9.6 points

A statistical test is selected, but it is unclear why the test is best suited for the tool.

1. 1: Unsatisfactory

0 points

A statistical test is omitted.

Methods Applied to Data Collection Tool

12 points

Criteria Description

Methods Applied to Data Collection Tool

5. 5: Excellent

12 points

Methods that will be applied to the data collection are thoroughly discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected are presented.

4. 4: Good

11.04 points

Methods that will be applied to the data collection are discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected is presented. Some detail is needed for clarity or support.

3. 3: Satisfactory

10.56 points

Methods that will be applied to the data collection are outlined. A summary of how the outcomes will be measured and evaluated based on the tool selected is presented. More information or support is needed.

2. 2: Less Than Satisfactory

9.6 points

Methods that will be applied to the data collection tool partially discussed. It is unclear how the outcomes will be measured and evaluated based on the tool selected.

1. 1: Unsatisfactory

0 points

Methods that will be applied to the data collection tool are not discussed.

Strategies for Outcomes That Are Nonpositive

14.4 points

Criteria Description

Strategies for Outcomes That Are Nonpositive

5. 5: Excellent

14.4 points

Strategies for nonpositive outcomes are presented. Some detail is needed for clarity or support.

4. 4: Good

13.25 points

Clear and well-supported strategies for nonpositive outcomes are presented.

3. 3: Satisfactory

12.67 points

General strategies for nonpositive outcomes are presented. More information and support are needed.

2. 2: Less Than Satisfactory

11.52 points

Strategies for nonpositive outcomes are incomplete.

1. 1: Unsatisfactory

0 points

Strategies for nonpositive outcomes are not discussed.

Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution

13.2 points

Criteria Description

Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution

5. 5: Excellent

13.2 points

Detailed and well-supported plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented.

4. 4: Good

12.14 points

Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. Some detail is needed for clarity or support.

3. 3: Satisfactory

11.62 points

General plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. More information and support are needed.

2. 2: Less Than Satisfactory

10.56 points

Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are incomplete.

1. 1: Unsatisfactory

0 points

Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are not discussed.

Required Sources

6 points

Criteria Description

Required Sources

5. 5: Excellent

6 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

4. 4: Good

5.52 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

3. 3: Satisfactory

5.28 points

Number of required sources is met, but sources are outdated or inappropriate.

2. 2: Less Than Satisfactory

4.8 points

Number of required sources is only partially met.

1. 1: Unsatisfactory

0 points

Sources are not included.

Thesis Development and Purpose

8.4 points

Criteria Description

Thesis Development and Purpose

5. 5: Excellent

8.4 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. 4: Good

7.73 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. 3: Satisfactory

7.39 points

Thesis is apparent and appropriate to purpose.

2. 2: Less Than Satisfactory

6.72 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

9.6 points

Criteria Description

Argument Logic and Construction

5. 5: Excellent

9.6 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. 4: Good

8.83 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. 3: Satisfactory

8.45 points

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

2. 2: Less Than Satisfactory

7.68 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

1. 1: Unsatisfactory

0 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

6 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. 5: Excellent

6 points

Writer is clearly in command of standard, written, academic English.

4. 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. 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. 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. 1: Unsatisfactory

0 points

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

Paper Format (Use of appropriate style for the major and assignment)

6 points

Criteria Description

Paper Format (Use of appropriate style for the major and assignment)

5. 5: Excellent

6 points

Template is fully used; There are virtually no errors in formatting style.

4. 4: Good

5.52 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

3. 3: Satisfactory

5.28 points

Template is used, and formatting is correct, although some minor errors may be present.

2. 2: Less Than Satisfactory

4.8 points

All format elements are correct.

1. 1: Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. 5: Excellent

6 points

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

4. 4: Good

5.52 points

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

3. 3: Satisfactory

5.28 points

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

2. 2: Less Than Satisfactory

4.8 points

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

1. 1: Unsatisfactory

0 points

Sources are not documented.

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NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: 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 Evidence-Based Practice Project NEW SYLLABUS 

A Sample Answer For the Assignment: NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

Title: NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan Essay

 

NUR-590 Syllabus: Evidence-Based Practice Proposal 

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 between 20 and 35 years, will evidence-based education on cervical cancer screening compared to lack of education lead to high screening uptake within three months? 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.  

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 id 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.  

Musa et al., (2017) also conducted a systematic review to understand the evidence of the effect of cervical cancer education compared to control conditions on the rates cervical cancer screening in qualified women population at risk of cervical cancer. The method used was PICO framework to develop our search strategy. The findings of the systematic review supported the application of theory-based cervical cancer educational interventions to enhance participation of women in cervical cancer screening programs, especially in communities with high illiteracy levels. The limitation of the study is failure to collect secondary outcome data on the value of tests and health insurance coverage in cervical cancer screening and how these variables influenced screening rates in women from different socio-economic status, geographical settings, and age.  

 

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 

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 

Musa, J., Achenbach, C. J., O’Dwyer, L. C., Evans, C. T., McHugh, M., Hou, L., & Jordan, N. (2017). Effect of cervical cancer education and provider recommendation for screening on screening rates: A systematic review and meta-analysis. PloS one, 12(9), e0183924.  https://doi.org/10.1371/journal.pone.0183924 

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