NUR 590 Review the different models and frameworks that can be used to facilitate change<\/p>\n
Topic 3 DQ 2<\/strong><\/h2>\nUpcoming<\/strong><\/h3>\nAssessment Description<\/h4>\n
Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for your evidence-based practice proposal and why. Provide rationale.<\/p>\n
Objectives:<\/h3>\n\n- Apply a change model or framework to the evidence-based practice project proposal<\/a>.\n
![\"NUR](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/08\/NUR-590-Review-the-different-models-and-frameworks-that-can-be-used-to-facilitate-change-300x129.png\")
NUR 590 Review the different models and frameworks that can be used to facilitate change<\/figcaption><\/figure><\/li>\n- Describe the relationship between bias and a framework or model.<\/li>\n<\/ol>\n
Assessments<\/strong><\/h3>\nCollapse All<\/h4>\n\n- evidence-based practice project proposal<\/li>\n<\/ol>\n
Benchmark \u2013 Evidence-Based Practice Proposal Project: Framework or Model for Change<\/strong><\/p>\nBenchmark<\/p>\n
SUBMIT ASSIGNMENT<\/p>\n
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/a><\/u><\/strong><\/span><\/p>\nStart Date<\/p>\n
Aug 26, 2021 12:00 AM<\/p>\n
Due Date<\/p>\n
Sep 01, 2021 11:59 PM<\/p>\n
Points<\/p>\n
100<\/p>\n
Rubric<\/p>\n
View Rubric<\/p>\n
Status<\/p>\n
Upcoming<\/strong><\/h3>\nAssessment Description<\/h4>\n
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.<\/p>\n
Include the following:<\/h3>\n\n- Identify the selected model or framework for change and discuss its relevance to your project.<\/li>\n
- Discuss each of the stages in the change model\/framework.<\/li>\n
- Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.<\/li>\n
- Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.<\/li>\n<\/ol>\n
Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n
You are required to cite minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n
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.<\/p>\n
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
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.<\/p>\n
Benchmark Information<\/em><\/strong><\/h3>\nThis benchmark assignment assesses the following programmatic competencies:<\/em><\/h4>\nMBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing<\/em><\/p>\n <\/p>\n
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.<\/em><\/p>\nNUR 590 Review the different models and frameworks that can be used to facilitate change Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nA Sample Answer For the Assignment: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\nTitle: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\nThe ADKAR Change Management Model focuses on the individual involved with the change.\u202fIt is comprised of 5 sequential building blocks.\u202fA-awareness, D-desire, K-knowledge, A-Ability, R-Reinforcement.\u202fAll steps must be met for change to successfully be implemented.\u202f\u201cWhen change is not implemented, it is usually because one or more of the five blocks is missing (Proseci, 2022).\u202fWhen working towards change it is imperative to get support from leadership, however, it is more important to have support and buy-in from the stakeholders involved.\u202fUsing the ADKAR model allows us to answer the \u201cwhy\u201d which is what everyone wants to know,(why change, why now, why this way, why doesn\u2019t the old way work, the list goes on).\u202f<\/span>\u00a0<\/span><\/p>\nKotter\u2019s Change Model is an 8-step process toward change.\u202fCreate a sense of urgency (inspire stakeholders to act), build a guiding collation (committed stakeholders), form a strategic vision (clarify how the past looks different from the future), enlist a volunteer army (active contribution\/unification), enable action by removing barriers (remove silos\/obstacles), generate short-term wins (recognize small wins to persist), sustain acceleration (don\u2019t skip steps), institute change (connect new behaviors to success\/wins).<\/span>\u00a0<\/span><\/p>\nBoth models are important when implementing change that carries over multiple disciplines and areas within an organization.\u202fADKAR is an important model that each stakeholder who will be impacted or wants to be involved with the change should use to guide them and scale their level of commitment.\u202fHowever, Kotter\u2019s model can help influence the stakeholders through the change agent.\u202fFor this reason, the Kotter Change Model would be a better choice for my evidence-based project as some stakeholders don\u2019t realize or understand there is a need for change.\u202fThose of us who do can become the volunteer army (power in numbers) to educate and support others along the change.<\/span>\u00a0<\/span><\/p>\nkotter2022. (2023, June 16).\u202f<\/span>The 8-step process for leading change: Dr. John Kotter<\/span><\/i>. Kotter International Inc. https:\/\/www.kotterinc.com\/methodology\/8-steps\/<\/a><\/span>\u00a0<\/span><\/p>\n
Assessment Description<\/h4>\n
Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for your evidence-based practice proposal and why. Provide rationale.<\/p>\n
Objectives:<\/h3>\n\n- Apply a change model or framework to the evidence-based practice project proposal<\/a>.\n
NUR 590 Review the different models and frameworks that can be used to facilitate change<\/figcaption><\/figure><\/li>\n- Describe the relationship between bias and a framework or model.<\/li>\n<\/ol>\n
Assessments<\/strong><\/h3>\nCollapse All<\/h4>\n\n- evidence-based practice project proposal<\/li>\n<\/ol>\n
Benchmark \u2013 Evidence-Based Practice Proposal Project: Framework or Model for Change<\/strong><\/p>\nBenchmark<\/p>\n
SUBMIT ASSIGNMENT<\/p>\n
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/a><\/u><\/strong><\/span><\/p>\nStart Date<\/p>\n
Aug 26, 2021 12:00 AM<\/p>\n
Due Date<\/p>\n
Sep 01, 2021 11:59 PM<\/p>\n
Points<\/p>\n
100<\/p>\n
Rubric<\/p>\n
View Rubric<\/p>\n
Status<\/p>\n
Upcoming<\/strong><\/h3>\nAssessment Description<\/h4>\n
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.<\/p>\n
Include the following:<\/h3>\n\n- Identify the selected model or framework for change and discuss its relevance to your project.<\/li>\n
- Discuss each of the stages in the change model\/framework.<\/li>\n
- Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.<\/li>\n
- Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.<\/li>\n<\/ol>\n
Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n
You are required to cite minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n
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.<\/p>\n
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
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.<\/p>\n
Benchmark Information<\/em><\/strong><\/h3>\nThis benchmark assignment assesses the following programmatic competencies:<\/em><\/h4>\nMBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing<\/em><\/p>\n <\/p>\n
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.<\/em><\/p>\nNUR 590 Review the different models and frameworks that can be used to facilitate change Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nA Sample Answer For the Assignment: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\nTitle: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\nThe ADKAR Change Management Model focuses on the individual involved with the change.\u202fIt is comprised of 5 sequential building blocks.\u202fA-awareness, D-desire, K-knowledge, A-Ability, R-Reinforcement.\u202fAll steps must be met for change to successfully be implemented.\u202f\u201cWhen change is not implemented, it is usually because one or more of the five blocks is missing (Proseci, 2022).\u202fWhen working towards change it is imperative to get support from leadership, however, it is more important to have support and buy-in from the stakeholders involved.\u202fUsing the ADKAR model allows us to answer the \u201cwhy\u201d which is what everyone wants to know,(why change, why now, why this way, why doesn\u2019t the old way work, the list goes on).\u202f<\/span>\u00a0<\/span><\/p>\nKotter\u2019s Change Model is an 8-step process toward change.\u202fCreate a sense of urgency (inspire stakeholders to act), build a guiding collation (committed stakeholders), form a strategic vision (clarify how the past looks different from the future), enlist a volunteer army (active contribution\/unification), enable action by removing barriers (remove silos\/obstacles), generate short-term wins (recognize small wins to persist), sustain acceleration (don\u2019t skip steps), institute change (connect new behaviors to success\/wins).<\/span>\u00a0<\/span><\/p>\nBoth models are important when implementing change that carries over multiple disciplines and areas within an organization.\u202fADKAR is an important model that each stakeholder who will be impacted or wants to be involved with the change should use to guide them and scale their level of commitment.\u202fHowever, Kotter\u2019s model can help influence the stakeholders through the change agent.\u202fFor this reason, the Kotter Change Model would be a better choice for my evidence-based project as some stakeholders don\u2019t realize or understand there is a need for change.\u202fThose of us who do can become the volunteer army (power in numbers) to educate and support others along the change.<\/span>\u00a0<\/span><\/p>\nkotter2022. (2023, June 16).\u202f<\/span>The 8-step process for leading change: Dr. John Kotter<\/span><\/i>. Kotter International Inc. https:\/\/www.kotterinc.com\/methodology\/8-steps\/<\/a><\/span>\u00a0<\/span><\/p>\n
Benchmark \u2013 Evidence-Based Practice Proposal Project: Framework or Model for Change<\/strong><\/p>\n Benchmark<\/p>\n SUBMIT ASSIGNMENT<\/p>\n Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/a><\/u><\/strong><\/span><\/p>\n Start Date<\/p>\n Aug 26, 2021 12:00 AM<\/p>\n Due Date<\/p>\n Sep 01, 2021 11:59 PM<\/p>\n Points<\/p>\n 100<\/p>\n Rubric<\/p>\n View Rubric<\/p>\n Status<\/p>\n Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.<\/p>\n Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n You are required to cite minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n 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.<\/p>\n Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n 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.<\/p>\n MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing<\/em><\/p>\n <\/p>\n 1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.<\/em><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n (5 points possible per graded thread)<\/em><\/strong><\/td>\n Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\n Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n The source of information is the APA Manual 6th Edition<\/strong><\/td>\n per discussion thread<\/em><\/strong><\/td>\n per discussion thread<\/em><\/strong><\/td>\n The ADKAR Change Management Model focuses on the individual involved with the change.\u202fIt is comprised of 5 sequential building blocks.\u202fA-awareness, D-desire, K-knowledge, A-Ability, R-Reinforcement.\u202fAll steps must be met for change to successfully be implemented.\u202f\u201cWhen change is not implemented, it is usually because one or more of the five blocks is missing (Proseci, 2022).\u202fWhen working towards change it is imperative to get support from leadership, however, it is more important to have support and buy-in from the stakeholders involved.\u202fUsing the ADKAR model allows us to answer the \u201cwhy\u201d which is what everyone wants to know,(why change, why now, why this way, why doesn\u2019t the old way work, the list goes on).\u202f<\/span>\u00a0<\/span><\/p>\n Kotter\u2019s Change Model is an 8-step process toward change.\u202fCreate a sense of urgency (inspire stakeholders to act), build a guiding collation (committed stakeholders), form a strategic vision (clarify how the past looks different from the future), enlist a volunteer army (active contribution\/unification), enable action by removing barriers (remove silos\/obstacles), generate short-term wins (recognize small wins to persist), sustain acceleration (don\u2019t skip steps), institute change (connect new behaviors to success\/wins).<\/span>\u00a0<\/span><\/p>\n Both models are important when implementing change that carries over multiple disciplines and areas within an organization.\u202fADKAR is an important model that each stakeholder who will be impacted or wants to be involved with the change should use to guide them and scale their level of commitment.\u202fHowever, Kotter\u2019s model can help influence the stakeholders through the change agent.\u202fFor this reason, the Kotter Change Model would be a better choice for my evidence-based project as some stakeholders don\u2019t realize or understand there is a need for change.\u202fThose of us who do can become the volunteer army (power in numbers) to educate and support others along the change.<\/span>\u00a0<\/span><\/p>\n kotter2022. (2023, June 16).\u202f<\/span>The 8-step process for leading change: Dr. John Kotter<\/span><\/i>. Kotter International Inc. https:\/\/www.kotterinc.com\/methodology\/8-steps\/<\/a><\/span>\u00a0<\/span><\/p>\nAssessments<\/strong><\/h3>\n
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This benchmark assignment assesses the following programmatic competencies:<\/em><\/h4>\n
NUR 590 Review the different models and frameworks that can be used to facilitate change Grading Rubric Guidelines<\/strong><\/h3>\n
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\n Performance Category<\/strong><\/td>\n 10<\/strong><\/td>\n 9<\/strong><\/td>\n 8<\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Scholarliness<\/strong><\/p>\n \n \n
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\n Performance Category <\/strong><\/td>\n \u00a05<\/strong><\/td>\n 4 <\/strong><\/td>\n 3 <\/strong><\/td>\n 2<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Interactive Dialogue<\/strong><\/p>\n \n \n
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\n \u00a0<\/strong><\/td>\n Minus 1 Point<\/strong><\/td>\n Minus 2 Point<\/strong><\/td>\n Minus 3 Point<\/strong><\/td>\n Minus 4 Point<\/strong><\/td>\n Minus 5 Point<\/strong><\/td>\n<\/tr>\n \n Grammar, Syntax, APA<\/strong><\/p>\n \n \n
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\n <\/td>\n 0 points lost<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n -5 points lost<\/strong><\/td>\n<\/tr>\n \n Total Participation Requirements<\/strong><\/p>\n The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \n Early Participation Requirement<\/strong><\/p>\n The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n A Sample Answer For the Assignment: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\n
Title: NUR 590 Review the different models and frameworks that can be used to facilitate change<\/strong><\/h2>\n