{"id":3331,"date":"2021-08-19T14:45:49","date_gmt":"2021-08-19T14:45:49","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=3331"},"modified":"2024-02-12T09:19:09","modified_gmt":"2024-02-12T09:19:09","slug":"nur-590-identify-two-stakeholder-barriers-you-might-experience-during-the-implementation-phase-of-your-evidence-based-practice-project","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-590-identify-two-stakeholder-barriers-you-might-experience-during-the-implementation-phase-of-your-evidence-based-practice-project\/","title":{"rendered":"NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project"},"content":{"rendered":"

Sample Answer for NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project Included After Question<\/strong><\/h2>\n

NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project<\/p>\n

Topic 5 DQ 2<\/strong><\/p>\n

Upcoming<\/strong><\/h3>\n

Assessment Description<\/h4>\n

Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project. What strategies can you implement to gain stakeholder support for the project implementation? Provide a suggestion you would give to a colleague who is struggling with obtaining stakeholder support.<\/p>\n

\"NUR
NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project<\/figcaption><\/figure>\n

Objectives:<\/h3>\n
    \n
  1. Propose an implementation plan for the evidence-based practice proposal<\/a>.<\/li>\n
  2. Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal.<\/li>\n
  3. <\/li>\n<\/ol>\n

    Assessments<\/strong><\/h3>\n

    Collapse All<\/h4>\n

    Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project<\/a><\/u><\/strong><\/span><\/p>\n

    Evidence-Based Practice Project Proposal: Implementation Plan<\/strong><\/h3>\n

    SUBMIT ASSIGNMENT<\/p>\n

    Requires LopesWrite<\/p>\n

    Start Date<\/p>\n

    Sep 09, 2021 12:00 AM<\/p>\n

    Due Date<\/p>\n

    Sep 15, 2021 11:59 PM<\/p>\n

    Points<\/p>\n

    120<\/p>\n

    Rubric<\/p>\n

    View Rubric<\/p>\n

    Status<\/p>\n

    Upcoming<\/strong><\/h3>\n

    Assessment Description<\/h4>\n

    In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper. You will use the implementation plan, including the associated documents in your appendices, in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.<\/p>\n

    Include the following:<\/h3>\n
      \n
    1. Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Include a draft of the form as an appendix at the end of your paper.<\/li>\n
    2. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper.<\/li>\n
    3. Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Include a draft of the budget and resource list as an appendix at the end of your paper.<\/li>\n
    4. Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.<\/li>\n
    5. Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.<\/li>\n
    6. Explain the process for delivering the intervention and indicate if any training will be needed.<\/li>\n
    7. Discuss the stakeholders that are needed to implement the plan.<\/li>\n
    8. Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.<\/li>\n
    9. Establish the feasibility of the implementation plan.<\/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 a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/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

      NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
      Scholarliness<\/strong><\/p>\n

      Demonstrates 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
      Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
      Application of Course Knowledge –<\/strong><\/p>\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

      		\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
      Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
      Interactive Dialogue<\/strong><\/p>\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

      		\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
      \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
      Grammar, Syntax, APA<\/strong><\/p>\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

      		\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
      <\/td>\n0 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
      Total Participation Requirements<\/strong><\/p>\n

      per discussion thread<\/em><\/strong><\/td>\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>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
      Early Participation Requirement<\/strong><\/p>\n

      per discussion thread<\/em><\/strong><\/td>\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>\nThe 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 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project<\/strong><\/h2>\n

      Title: NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project<\/strong><\/h2>\n

      Stakeholders are the core to organizational change implementation. Stakeholder support can make or break implementation. In healthcare, it is crucial that project managers pitch their proposed project in a manner that supports improving patient care and patient outcomes while being financially reasonable to the organization. Kooij et al., (2018) reports in their article that financial difficulties were seen as a barrier mainly because funding is often a problem, and technical adjustments are expensive: in addition, the reimbursement for certain applications\u202fmay not be available for the facility. Aligning the goals and interests between stakeholders and implementation leaders can help break barriers.\u202fThe innovation-averse culture in hospitals was also identified as a barrier: one reason for this is that each person wants to give his or her opinion, and that all opinions need to be taken into account, which inevitably slows down the implementation (Kooij et al., 2018). The investment of the participants will form the foundation of the change implementation. If participants and or stakeholders do not \u201cbuy-in\u201d to the initiative it will be very difficult to move forward. If stakeholders display resistance to change this can put a halt in the implementation process and can lead researches back to the drawing board. My advice for a fellow colleague looking to gain support from organizational stakeholders would be to find a happy medium between financially feasible and improved patient care. Barriers between the implementation team and change leaders can form when there is a disconnect between the goals of the organization and the aspirations of leaders. An alliance must be formed to form and foster a community and team dynamic to successfully implement change.<\/span>\u00a0<\/span><\/p>\n

      Reference<\/span><\/b>\u00a0<\/span><\/p>\n

      Kooij, L., Groen, W. G., & van Harten, W. H. (2018). Barriers and Facilitators Affecting Patient Portal Implementation from an Organizational Perspective: Qualitative Study. Journal of medical Internet research, 20(5), e8989.<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      Sample Answer for NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project Included After Question NUR 590 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project Topic 5 DQ 2 Upcoming Assessment Description Identify two stakeholder barriers you might […]<\/p>\n","protected":false},"author":5,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3331","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nNUR 590 Identify two stakeholder barriers you might experience during the implementation phase of 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