NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment

Sample Answer for NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment Included After Question

NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment

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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)
  2. Organizational Culture and Readiness
  3. Problem Statement and Literature Review
  4. Change Model, or Framework
  5. Implementation Plan
  6. Evaluation Plan
  7. 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.

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,

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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

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-

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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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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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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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Evidence-Based Practice Project Proposal Presentation – Rubric

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Introduction

6 points

Criteria Description

Introduction

  1. 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.

  1. 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.

  1. 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.

  1. 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. 1: Unsatisfactory

0 points

An introduction is not included.

Organizational and Cultural Readiness

12 points

Criteria Description

Organizational and Cultural Readiness

  1. 5: Excellent

12 points

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

  1. 4: Good

11.04 points

The discussion on the organizational culture and readiness is incomplete.

  1. 3: Satisfactory

10.56 points

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

  1. 2: Less Than Satisfactory

9.6 points

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

  1. 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

  1. 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.

  1. 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.

  1. 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.

  1. 2: Less Than Satisfactory

14.4 points

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

  1. 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

  1. 5: Excellent

12 points

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

  1. 4: Good

11.04 points

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

  1. 3: Satisfactory

10.56 points

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

  1. 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. 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

  1. 5: Excellent

12 points

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

  1. 4: Good

11.04 points

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

  1. 3: Satisfactory

10.56 points

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

  1. 2: Less Than Satisfactory

9.6 points

The implementation plan is not described.

  1. 1: Unsatisfactory

0 points

The implementation plan is only partially described.

Evaluation Plan

12 points

Criteria Description

Evaluation Plan

  1. 5: Excellent

12 points

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

  1. 4: Good

11.04 points

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

  1. 3: Satisfactory

10.56 points

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

  1. 2: Less Than Satisfactory

9.6 points

The evaluation plan is only partially described.

  1. 1: Unsatisfactory

0 points

The evaluation plan is not described.

Conclusion NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment

6 points

Criteria Description

Conclusion

  1. 5: Excellent

6 points

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

  1. 4: Good

5.52 points

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

  1. 3: Satisfactory

5.28 points

The conclusion outlines the broad aspects of the presentation.

  1. 2: Less Than Satisfactory

4.8 points

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

  1. 1: Unsatisfactory

0 points

A conclusion is not presented.

Research

6 points

Criteria Description

Research

  1. 5: Excellent

6 points

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

  1. 4: Good

5.52 points

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

  1. 3: Satisfactory

5.28 points

No outside sources were used to support the assignment.

  1. 2: Less Than Satisfactory

4.8 points

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

  1. 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.

  1. 5: Excellent

12 points

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

  1. 4: Good

11.04 points

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

  1. 3: Satisfactory

10.56 points

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

  1. 2: Less Than Satisfactory

9.6 points

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

  1. 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

  1. 5: Excellent

6 points

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

  1. 4: Good

5.52 points

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

  1. 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.

  1. 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. 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

  1. 5: Excellent

6 points

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

  1. 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.

  1. 3: Satisfactory

5.28 points

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

  1. 2: Less Than Satisfactory

4.8 points

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

  1. 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.

  1. 5: Excellent

6 points

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

  1. 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.

  1. 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.

  1. 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

NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment
NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment

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.

  1. 5: Excellent

6 points

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

  1. 4: Good

5.52 points

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

  1. 3: Satisfactory

5.28 points

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

  1. 2: Less Than Satisfactory

4.8 points

Sources are not documented.

  1. 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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NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment 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 Proposal Evaluation Plan Essay  

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

Title: NUR 590 Evidence-Based Practice Project Proposal Implementation Plan Assignment

Evidence-Based Practice Project  

The promotion of safety, quality and efficiency is important in nursing practice. The achievement of these care outcomes depends largely on the interventions that nurses utilize in patient care. Evidence-based interventions are effective in minimizing patient harm and enhancing quality and efficiency of care. Generally, nurses should demonstrate competencies in translating evidence into practice. Safety issues such as medication administration errors threaten the health and wellbeing of the patients. Medication administration errors have significant adverse effects on the health of the patients. They include prolonged hospital stay, unintended harm, increased costs of care, and mortality. Health information technologies are effective in preventing and reducing medication administration errors. Therefore, this project proposes the use of integrated health information systems to reduce the risk and rate of medication administration errors in critically ill patients.  

Problem Statement 

Critically ill patients are increasingly predisposed to errors in the care process, including medication administration errors. Medication administration errors refer to faults in the process of medication administration, leading to difference between the drugs that was given or what was supposed to be administered (Alotaibi & Federico, 2012). Medication administration errors often occur in the care of critically ill patients due to factors such as multiple medication administration, complex care needs of the patients, unpredictability in health status, and distractions (Barakat & Franklin, 2020). Medication administration errors have adverse effects on patient health such as causing unintended harm, prolonged hospital stay, increased costs of care, and high operational costs in healthcare due to rise in resource utilization (Devin et al., 2020). Nurses contribute to the majority of medication administration errors due to their primary role in medication administration (Alomari et al., 2020). The project site has witnessed a rise in the rate of medication administration errors. Despite it, it has not examined the potential interventions such as the use of integrated health information systems to address the problem. The existing evidence shows that integrated health information systems are highly effective in preventing and reducing medication errors (Jheeta & Franklin, 2017). Therefore, there is a need for its use in the project site to promote safety, quality and efficiency in patient care, hence, the focus of the project.  

Organizational Culture and Readiness Assessment   

Organizational culture has a direct effect on the success of implementation of evidence-based interventions. The organization has positive culture that will support the proposed project. Firstly, there is the utilization of effective leadership styles in undertaking the organizational tasks. The leaders and managers encourage the use of teamwork and interdisciplinary collaboration in the provision of patient care. The organization also has mission and vision statements that support innovation in the provision of patient care. The employees also have a high level of responsibility and accountability in undertaking their assigned tasks. They play a proactive role in the examination of the needed interventions that would drive excellence in patient care. The organization also supports open communication. Employees have the freedom to express themselves on issues affecting patient care and their roles in the organization (Bouckenooghe et al., 2019). The above aspects of organizational culture support the proposed change initiative.  

Organizational Readiness Assessment 

The organizational readiness and assessment tool by the Capacity Building Center for States was used in undertaking organizational readiness assessment. The tool provides insights into the readiness of an organization to make and implement change in its systems and processes. The assessment showed that the organization is ready to implement the change. The readiness could be seen from its scores of ‘strongly agreed’ and ‘partially agreed’ in the assessment. The organization had the highest scores in areas that included the availability of resources, supportive structures, leadership, staff capacity, and climate. It scored moderately in receptivity to change, compatibility, and simplicity of management (Capacity Building Center for States, n.d.).  

The assessment revealed a number of strengths, weaknesses and opportunities to be explored in the organization. One of the strengths was the presence of adequate resources that would facilitate the successful implementation of the change. The organization also had the strength of effective leadership that drove the needed excellence in strategy execution for the realization of organizational mission and vision. The staffs also had the needed competencies to support excellence in their service provision. One of the weaknesses identified from the assessment is the lack of effective management in the organization. The successful implementation of the change requires simplistic management systems (Capacity Building Center for States, n.d.). However, the existing management approaches are inflexible in facilitating changes in organizational systems.  

The potential barrier identified from the assessment, which might affect the implementation of change is staff shortage. Staff shortage may make it difficult to implement change due to high workload facing the existing staffs. Stakeholders however recognize the need for change in their practice, hence, their readiness to embrace change. The organization also had adequate resources to implement the change. The timing of the change is appropriate, as there have been an increase in the rates of medication errors in the institution.  

Recommended Care Process and Systems 

The recommended care system for use to promote safety, quality and cost-effectiveness for the organization is integrated health information technology. Integrated health information technology has the potential of eliminating and reducing the risk of medication administration errors in the organization. The integrated systems will enable healthcare providers to have expanded access to patient data for accurate decision-making. The integrated system will also guide the healthcare providers in determining suitability of various medications to the needs of the patients. The recommended change in organizational processes entails training the healthcare providers about the use of integrated health information systems (Bouckenooghe et al., 2019). Training will equip them with the competencies they need in providing high quality, efficient ad safe care.  

Strategies to Facilitate Readiness of the Organization 

Training will be provided to the healthcare givers in the organization to facilitate readiness. Training will ensure that the staffs have the required knowledge and skills, which will minimize incidences of resistance to change. The second strategy is active stakeholder participation. Healthcare providers will play an active role in the entire project processes to ensure their empowerment to support and sustain the change. Openness and transparency in communication will also be promoted. Open and transparent communication will strengthen the trust that the staffs have towards one another for the successful implementation of the change (Doll et al., 2017).  

Stakeholders and Team Members 

The implementation of the project will involve nurses, nurse managers, physicians, pharmacists, and information technology experts. Nurses will provide crucial insights into the system requirements that must be considered for the efficient use of the integrated system. They will also be the direct users of the integrated systems in medication administration. Nurse Managers will oversee the implementation process of the change. They will ensure the use of the right strategies in the implementation. Physicians and pharmacists are also involved in medication processes such as prescription and dispensing. They will provide information about the system needs that require prioritization. Information technology experts will provide the technical support needed for the successful implementation of the change in the organization.  

Information and Communication Technologies 

Integrated electronic health records will be needed for the implementation of the change initiative. The existing electronic health records system will have to be improved or upgraded to provide enhance efficiency in storage and access to patient data. The enhanced efficiency will facilitate accurate decision-making and easy identification of risk factors that could predispose patients to harm.  

 

Literature Review 

PICOT Statement  

The use of health information technology can reduce and prevent the prevalence of medication administration errors among critically ill patients. The use of interventions like barcode scanning and electronic dispensation ensures that human errors that occur during medication dispensation are reduced or minimized, especially the critically ill patients in different health settings.  

PICOT Question for the Evidence-Based Practice Project 

Among the critically ill patients (P), does the integration of health information technology (I) compared to conventional medication administration process (C), lead to a reduction in medication administration errors (O) during patient’s stay (T)? 

Search Methods of the Literature 

Different strategies for searching the articles that support the EBP project were used. They included using institutional library to get databases of journals and their published peer-reviewed articles. The databases included Embase, CINAHL, and PubMed. The search terms included medication administration errors, health information systems for medication administration errors, prevention of medication administration errors, integration of health information technology and effectiveness of integrated health information technology in medication administration errors.  

Synthesis of Literature 

Article 1 

The article by Alotaibi and Federico (2012) discusses the impacts of health information technology on patient safety. The authors review evidence show the effectiveness of these health information technologies in reducing medication administration errors. Their findings support the implementation of health information technology to reduce medication errors and mitigate adverse events while increasing compliance to established guidelines in nursing practice. The article supports the PICOT as it shows the interventions that can be used to improve quality care and enhance overall patient safety.  

Article 2 

The second article by Barakat and Franklin (2020) conducted a qualitative study that focused on the effects of using barcode medication administration (BCMA) on nursing practice activity and workflow. They found that BCMA increased the nursing workflow, patient verification and efficiencies in medication administration. The article supports the PICOT as it addresses how nurse practitioners handling critically ill patients can use technology-based interventions to enhance workflow and increase efficiencies aimed at mitigating MAEs.  

Article 3 

The third article is by Alomari et al. (2020) which evaluates the effectiveness of nurse-based interventions such as bundles of care in reducing medication errors in pediatric wards in their quantitative research. The study showed that the use of health information technology could reduce medication errors by over 60%. The article supports the PICOT question by showing the effectiveness of health information technologies in preventing medication administration errors. 

Article 4 

The fourth study by Devin et al. (2020) examined the effects of health information technologies in reducing prescribing errors in hospitals using a qualitative study approach. The results of their investigation showed that HIT prescribing reduces medication errors, especially prescribing errors. The authors’ findings emphasize the need for providers to integrate different approaches to ensuring that medication errors do not occur during the entire medication process. The article supports the EBP PICOT statement as it integrates the use of health information technology as a critical intervention to reducing medication administration errors. 

Article 5 

The fifth article by Zadvinski et al. (2018) explored the experience of nurses working with health information technology over time in their facilities by using a longitudinal qualitative study. The results showed that personal and organizational issues impact the adoption of HIT. The article supports the PICOT statement as it shows that implementing health information technologies requires time for quality outcomes. Leveraging organizational policies and enhances the ability of nurses to adopt and use these technologies to enhance patient safety and quality outcomes.  

Article 6 

The annotated literature review by Naidu and Alicia (2019) evaluated the use of barcode medication administration and electronic medication administration records (e-MAR) outcomes, practice and policies and their effects on nurses in the medication administration duties in their nursing practice areas. The analysis showed that adherence with best practice interventions in use of e-MAR enhance patient safety and reduces reported medication administration errors. The article is essential as it supports the PICOT by discussing the use of the health information technologies as interventions to reducing and preventing the prevalence of medication administration errors. 

Article 7 

The observational study by Jheeta and Franklin (2017) examined the ways in which hospital electronic prescribing and medication administration system can enhance medication administration safety. The results of the study showed that implementation of these interventions help in reducing errors and enhancing patient safety. The article supports the PICOT statement as it emphasizes the need to use effective interventions and encourage their applications among all stakeholders in healthcare systems.  

Article 8 

The article by Härkänen et al. (2019) provides an analytical perspective of reported medication errors and their associated mortality in England and Wales for a period of nine years. The findings show that most of deaths occurring due to medication administration errors happen in inpatients and among patients aged over 75 years with errors of omission being the most common form. The article supports the PICOT as it shows that medication errors occur due to several factors and should be addressed through integration of health information technologies.  

Comparison of the Articles 

The most prevalent issue in all these articles is the adoption of different health information technologies in mitigating and reducing the occurrence of medication administration errors (MAEs). Most of the articles demonstrate the effectiveness of having protocols and policies that supplement the use of technology to prevent errors in care. A majority of these articles use systematic reviews as they are considered the best level of evidence, especially in EBP projects. These reviews provide different interventions that healthcare providers can use to integrate health information technologies, reduce, and prevent the occurrence of medication administration errors.  

The main themes in these articles include use of medication administration processes, medication administration errors’ occurrence, the role of healthcare workers in embracing these interventions, and the effectiveness of the approaches to reduce medication administration errors. Some of the articles like the one by Jheeta and Franklin (2017) do not emphasize the effectiveness of health information technology in mitigating MAEs. However, the article emphasizes the need to have a multifaceted approach to the use of technologies to enhance care delivery. Each of the article has its unique shortcomings and areas not addressed. However, a common theme also emerges about the need to conduct further research to validate the outcomes and effectiveness of health information technology approaches to reduce and prevent medication administration errors, especially in acute care settings. Each of the article does not contain any controversy as the researchers complied with established guidelines to enhance validity and reliability.  

Suggestions for Future Research 

A majority of these articles recommend the need for further research on different aspects of the topic. The authors are categorical that while their studies offer evidence based on their research, it is imperative to conduct more studies on different aspects of these technologies to ascertain their overall effectiveness in addressing the issue under consideration (Alomari et al., 2020; Alotaibi & Federico, 2017). Gaps in effective research illustrating the interactions among various interventions and outcomes may require more approaches for better implementation of suggested approaches. 

 

Model for Change   

Selected Model 

The trans-theoretical model of change will be utilized in the implementation of the evidence-based proposal project. Prochaska and DiClemente developed the model to enable organizations determine the factors that influence behavioral changes in organizations. The model also guides the strategies that organizations utilize in implementing the desired change. The trans-theoretical model is applicable for the proposed project because it will promote the gradual, systematic implementation of change. It will also provide accurate information about the success of the adopted strategies and the needed revisions for the realization of its objectives (Singh & Ramdeo, 2020).  

Stages of Change and their Application 

The first stage in the trans-theoretical model of change is pre-contemplation. Pre-contemplation is the stage where the adopters of change are not aware of the need for change and not willing to take action in the near future. The applicability of this step to the proposed project is that the nurses and other healthcare providers are not aware of the enhanced benefits associated with integration of health information technology on the safety of patient care. As a result, they are not willing to change their conventional ways of medication administration in the organization (Singh & Ramdeo, 2020).  

The second stage in the model is contemplation. The adopters of the change are willing to change their behaviors in this stage. They understand the negative effect of their current behaviors and are stimulated to adopt change initiatives to improve themselves (Hodges, 2020). The applicability of this step to the project is that nurses and other healthcare providers will be aware of the negative effect of their behaviors on patient safety. As a result, they contemplate on adopting integrated health information systems to ensure the minimization of medication errors (Singh & Ramdeo, 2020). They also weigh the benefits and risks of adopting the integrated systems for medication administration.  

The third step in the model is preparation. The adopters of change are ready to implement the change within a near future in this step. They understand the benefits and risks of the change in their routines. They also begin initiating small steps that would contribute to their desired change in behaviors. The applicability of this step in the proposed project is that nurses and other healthcare providers begin utilizing integrated health information systems in the provision of patient care. They consider the gradual implementation of the system in the organization, with a focus placed on its strengths and weaknesses that must be addressed prior to organization wide implementation of the integrated systems (Singh & Ramdeo, 2020).  

The fourth step in the model is action. This is a stage where the adopters have used the change for some time and willing to maintain it in undertaking their routine. The adopters continually modify their behaviors to underpin the success of the change. The application of this step to the proposed project is that nurses and other healthcare providers would have witnessed the benefits of the proposed change (Lynda et al., 2021). As a result, they modify their behaviors to ensure the optimum realization of the goals of the change.  

The fifth step in the model is maintenance. The adopters in this phase have sustained the desired change in behaviors. They also intend to maintain the change in behaviors to minimize and prevent the risk of relapse in behaviors. Nurses and other healthcare providers in the organization have understood the benefits of the integrated systems based on their experiences with it. They have also used the system for a long time and are willing to sustain its use in patient care. As a result, they engage in activities that would prevent relapse to their conventional methods of medication administration, which were associated with high rates of medication errors. The last stage in the model is termination. Termination is the stage where the adopters are no longer willing to relapse to their old ways of patient care. The nurses and other healthcare providers have not willing to use the conventional methods in this stage (Singh & Ramdeo, 2020). As a result, the change is incorporated into the organizational culture for its sustained and consistent use in patient care.  

 

Project Implementation   

Setting and Access to Potential Subjects 

The setting where the project will be implemented will be a hospital setting. The potential subjects for the project will comprise of the critically ill patients. The setting will be appropriate for the project, as it has a high number of critically ill patients that require different forms of treatment. Consent will not be sought from the potential subjects. However, approval will be sought from the institution prior to undertaking the project.  

Timeline 

The estimated duration needed for the implementation of the project is one year.  

Budget and Resource List 

The successful implementation of the project will require a change in the clinical systems and processes. One of the required changes will be the integration of the existing electronic health records. Integration will be needed to facilitate the efficiency in patient care and undertaking of processes such as medication administration. Nurses and physicians will be able to review the patient’s medical histories prior to making a decision to administer specific medications for disease management. The existing healthcare processes must also be transformed to ensure that they enhance the creation of culture of patient safety in the organization.  

Human, financial, and material resources will be needed for the successful implementation of the evidence-based practice project. The human resources that will be needed will include skilled healthcare providers, trainers of trainees, and information technology experts. Financial resources will be needed for system upgrade, purchase of the required materials and remunerating the participants. The materials that will be purchased for the successful implementation of the project will include writing materials, projectors, integrated health information system, and stationeries. The other cost will gather for the training, coaching and mentoring, data collection and analysis, and presentation of findings to the institutional stakeholders. The estimated budget of the project will be $48000 

Design 

Quantitative design will be used in the collection of data for the evidence-based practice project. Quantitative design will be appropriate for the project because it does not focus on the experiences and emotional insight of the participants. Instead, it focuses on determining the quantity of the data that will be obtained from the project. The project also does not focus on the generation of theories for use in nursing. It focuses on determining the effectiveness of the existing best practice interventions in improving the outcomes of care in patients. This focus makes it essential to adopt quantitative approach since it will guide the evaluation of the practice intervention in patient care. The project also aims at obtaining numerical data for easy organization and analysis. The collection of numerical data will also make it easy for data analysis and inferences made from the results (Dingwall & Staniland, 2020). Consequently, it makes it important to use quantitative design since it focuses on numerical data and use of mathematical analyzes to determine the effect of an intervention.  

Methods and Instruments 

Monitoring of the implementation of the proposed project will be done on a regular basis. Questionnaires and organizational statistics will be used for monitoring the outcome data in the implementation of the solution. Organizational statistics on medication errors will be obtained for comparison before and after the implementation of the solution. Healthcare providers will be given self-administered questionnaires that will obtain their insights into the effectiveness of the project. Questionnaires are appropriate for the project since administering them is inexpensive. It also requires less time to administer them when compared to other methods such as focused interviews (Dingwall & Staniland, 2020). The questionnaires will also enable the acquisition of numerical data that can be analyzed with ease.  

Process of Delivering the Intervention 

The project will be delivered using a number of planned processes. One of them will be needs assessment. Needs assessment will be performed to determine the knowledge and skills of the healthcare providers on the use of integrated healthcare records. The other process that will be utilized in the project is the active stakeholder involvement in strategy development. Active involvement will ensure that the diverse views and needs of the stakeholders are incorporated into the developed plan of the project. Training will be provided to the staffs prior to the implementation of the project. Training will aim at equipping the staffs with the desired knowledge and skills needed for using the integrated health records (Lehane et al., 2019). Coaching, mentorship and supervision will be provided to ensure the correct and consistent use of the system in patient care.  

Stakeholders 

The stakeholders that will be needed for the implementation of the project will include nurse managers and nurse leaders, nurses, physicians, and information technology personnel. Nurse leaders and managers will oversee the implementation of the project. They will provide the adopters the support that they need in ensuring the effective use of the system in patient care. Nurses and physicians will be involved in the direct use of the integrated system. As a result, they will be involved in all the processes of project assessment, planning, implementation, monitoring and evaluation. Information technology personnel will provide the technical assistance needed in the use of the integrated systems.  

Potential Barriers or Challenges 

One of the potential barriers that may be experienced in the implementation of the project is stakeholder resistance. Stakeholders such as the healthcare providers may not be willing to implement the use of the integrated health records in their practice. This barrier will be addressed by training them and encouraging their active involvement in the entire project initiatives (Shayan et al., 2019). The other challenge that may be experienced is inadequate support from the organization. The hospital may not be willing to provide adequate financial support for the project due to resource constraints. Interventions such as ensuring feasibility of the project and aligning it with institutional mission and vision will be adopted to address the challenge (Baatiema et al., 2017). The proposed project is feasible in the organization due to the existence of robust health information systems used in patient care and healthcare providers trained in use of healthcare technologies. The project also aligns with the mission of the organization by ensuring safety, quality and efficiency in patient care.  

 

Evaluation Plan   

Expected Outcomes 

A number of outcomes are expected from the proposed evidence-based practice project. One of the outcomes is the reduction in the rates of medication errors reported among critically ill patients. Evidence shows that the use of integrated health information technology is highly effective in reducing the risk and rate of medication errors (Ratwani et al., 2018; Alotaibi & Federico, 2017). The other anticipated outcome of the project is the reduction in healthcare costs that critically ill patients incur in the hospital. The reduction of medication errors with the adoption of integrated health information technology is anticipated to lower the costs incurred by critically ill patients in the institution (Bolandianbafghi et al., 2017). The last outcome is the consistent use of the integrated health information technology by the healthcare providers in the institution. Consistent use is anticipated to result in continuous improvement in the safety, quality and efficiency of patient care in the hospital.  

Data Collection Tool 

Questionnaires would be effective for the collection of data in this project. Questionnaires are appropriate, as they will enable the acquisition of extensive data related to the project from the participants. Questionnaires also provide highly reliable and valid results. The high reliability of questionnaires is attributable to their ability to measure similar variables in a consistent manner across the participants of the project. The validity of questionnaires can be seen from the fact that they can accurately measure the intended outcomes of the proposed evidence-based practice project. They also provide data that reflects the true experiences or perceptions of the participants. The applicability of questionnaires for the project is seen from its use in scientific studies, including nursing (Gray & Grove, 2020).  

Statistical Test 

The most appropriate statistical test that would be used in the project is t-test. T-test refers to a statistical computation that compares the mean of two samples. The test is largely used in cases where the mean and standard deviation of the population data is unknown. T-test is applicable for the project, as it will provide an accurate insight into the effectiveness of the project intervention before and after its implementation (LoBiondo-Wood & Haber, 2018). It will also provide a true picture of the effect size of the intervention.  

Methods 

One of the methods that would be applied to the data collection tool is checking for completeness of the data. The data contained in the questionnaires should be complete for accurate analysis. The second method will be data extraction for analysis. Data will be extracted and entered into a computation software for analysis. Data analysis and interpretation will then be done to develop conclusions on the effectiveness of the intervention.  

Strategies if Outcomes do not Provide Positive or Expected Results 

It is anticipated that positive outcomes would be achieved following the implementation of the evidence-based practice project. However, a number of interventions will be adopted should it not provide the expected results or positive outcomes. One of the strategies would be investigating the factors that contributed to the project failure. A root cause analysis will be performed to guide the identification of project issues that led to the failure and interventions needed to improve its outcomes. The second strategy would be prolonging the project duration; as new strategies are being implemented. Prolonging the duration will enable the team to implement new strategies, which may transform the outcomes of the project.  

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

The outcomes of the project will guide the decisions to be made by the team involved in the process. For example, the project will be maintained if the analysis of data shows it to have positive effects on the organizational indicators of safety, quality and efficiency. It will also be maintained if the analysis shows it to be highly feasible with a positive adoption response from the healthcare providers. The project will be extended if the project outcomes cannot be determined if effective or not. Extension will enable further determination of the effectiveness of the project in achieving its objectives. The project will be revised if found that its strategies do not align with its mission. It will be discontinued if found to increase the rates of medication errors among critically ill patients in the hospital.  

Conclusion 

Medication errors have adverse effect on the health of the patients. It predisposes them to unintended harm. It also increases the costs incurred by prolonging the hospital stay by patients. It also increases the operational costs in healthcare due to increased resource utilization in caring patients affected by the errors. Integrated electronic health records are effective in reducing and preventing medication administration errors. The reviewed evidence supports the use of the technology in promoting safety of patient care. Therefore, it is anticipated that enhanced care outcomes will be achieved with the use of the proposed intervention.  

 

References 

Alomari, A., Sheppard-Law, S., Lewis, J. & Wilson, V. (2020). Effectiveness of Clinical Nurses’  

interventions in reducing medication errors in a pediatric ward. The Journal of Clinical Nursing, 29(17-18): 3403-3413. https://doi.org/10.1111/jocn.15374 

Alotaibi, Y. K. & Federico, F. (2017). The impact of health information technology on patient  

safety. Saudi Medical Journal, 38(12):1173-1180. doi: 10.15537/smj.2017.12.20631 

Barakat, S. & Franklin, B. D. (2020). An evaluation of the impact of barcode patient and  

medication scanning on nursing workflow at a UK teaching hospital. Pharmacy (Basel), 8(3):148.  doi: 10.3390/pharmacy8030148 

Baatiema, L., Otim, M. E., Mnatzaganian, G., de-Graft Aikins, A., Coombes, J., & Somerset, S. (2017). Health professionals’ views on the barriers and enablers to evidence-based practice for acute stroke care: A systematic review. Implementation Science, 12(1), 74. https://doi.org/10.1186/s13012-017-0599-3 

Bouckenooghe, D., Schwarz, G. M., Hastings, B., & Lukacs,  de P. S. G. (2019). Facilitating change through groups: Formation of collective attitudes toward change. In Research in Organizational Change and Development (Vol. 27, pp. 143–165). Emerald Publishing Limited. https://doi.org/10.1108/S0897-301620190000027009 

Capacity Building Center for States. (n.d.). Readiness Assessment Tool. https://capacity.childwelfare.gov/pubPDFs/cbc/readiness-assessment-tool-cp-00025.pdf  

Devin, J., Cleary, B. J. & Cullinan, S. (2020). The impact of health information technology on  

prescribing errors in hospitals: a systematic review and behavior change technique analysis. BMC Systematic Reviews, 9(275). https://doi.org/10.1186/s13643-020-01510-7 

Dingwall, R., & Staniland, K. (2020). Qualitative Research Methods for Nurses. SAGE. 

Doll, G. A., Cornelison, L. J., Rath, H., & Syme, M. L. (2017). Actualizing culture change: The Promoting Excellent Alternatives in Kansas Nursing Homes (PEAK 2.0) program. Psychological Services, 14(3), 307–315. https://doi.org/10.1037/ser0000142 

Härkänen, M., Vehviläinen-Julkunen, K., Murrells, T., Rafferty, A. M., & Franklin, B. D.  

(2019). Medication administration errors and mortality: Incidents reported in England and Wales between 2007 ̶ 2016. Research in Social and Administrative Pharmacy, 15(7), 858-863. https://doi.org/10.1016/j.sapharm.2018.11.010 

Hodges, J. (2020). Organization Development: How Organizations Change and Develop Effectively. Red Globe Press. 

Jheeta, S. & Franklin, B. D. (2017). The impact of a hospital electronic prescribing and  

medication administration system on medication administration safety: an observational study. BMC Health Services Research, 17(547). https://doi.org/10.1186/s12913-017-2462-2 

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C.,O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: An expert view. BMJ Evidence-Based Medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019 

Lynda, B.-P., L, F., Jennifer, & Valerie, F. (2021). Role of Leadership in Facilitating Healing and Renewal in Times of Organizational Trauma and Change. IGI Global. 

Naidu, M.  and Alicia, Y.L.Y. (2019). Impact of bar-code medication administration and  

electronic medication administration record system in clinical practice for an effective medication administration process. Health, 11, 511-526. https://doi.org/10.4236/health.2019.115044 

Shayan, S. J., Kiwanuka, F., & Nakaye, Z. (2019). Barriers associated with evidence-based practice among nurses in low- and middle-income countries: a systematic review. Worldviews on Evidence-Based Nursing, 16(1), 12–20. https://doi.org/10.1111/wvn.12337 

Singh, R., & Ramdeo, S. (2020). Leading Organizational Development and Change: Principles and Contextual Perspectives. Springer Nature. 

Zadvinskis, I. M., Smith, J. G., & Yen, P. Y. (2018). Nurses’ experience with health information  

technology: Longitudinal qualitative study. JMIR medical informatics, 6(2), e38. doi: 10.2196/medinform.8734 

 

 

 

 

 

 

Appendices 

Appendix I: Project Timelines 

  Nov-Dec 2021  Jan-Feb 2022  Mar-Sept 2022  Oct 2022  Nov 2022 
Assessment            
Planning            
Implementation and monitoring            
Evaluation            
Communication of feedback            

 

 

Appendix II: Budget 

Item   Cost ($) 
Purchase of materials   12000 
Remuneration of staffs   10000 
Training   10000 
Data collection, analysis and presentation  3000 
System upgrade   5000 
Miscellaneous   8000 
Total   48000 

 

 

Appendix III: Questionnaire 

  1. Gender (Tick where applicable) 
  1. Male    [  ]  b) Female  [  ] 
  1. What is your age bracket ( Tick where applicable) 
  1. Below 21years [  ]  
  1. Between 21-30 years [  ]  
  1. Between 31-40 years [  ]  
  1. Over 40 years [  ] 
  1. For how long have you worked in your role as a healthcare provider? 
  1. Below 1-3 Years [  ] 
  1. Between 3-5 Years [  ] 
  1. More than 5 Years [  ] 
  1. The following are statements relate to your experiences with the project. Please tick the response, which matches your opinion. Key: 1=(SD)- Strongly disagree, 2=( D)- Disagree, 3=(UD)-Undecided, 4=(A)- Agree, 5=(SA)- Strongly agree). 
  Statement  SA 

5 

A 

4 

UD 

3 

D 

2 

SD 

1 

1  The project was adequately implemented to meet our needs            
2  The project met the critical needs of the organization           
3  We were adequately involved in the project initiatives             
4  The strategies utilized in the project were effective            
  1. What do you think can be done to improve the success of a similar project in the future? 

 

Appendix IV: Concept Map