Sample Answer for NUR 590 dissemination of the evidence-based practice outcomes Included After Question<\/strong><\/h2>\nAssessment Description<\/strong><\/h2>\nAfter implementation, dissemination of the evidence-based practice<\/a> outcomes is essential for evaluating the success of the project for ensuring sustainability. Propose strategies that you could use for disseminating the outcomes of your evidence-based practice project proposal. Consider what information would need to be communicated, which stakeholders would need to be involved and the<\/p>\n![\"NUR](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/08\/NUR-590-dissemination-of-the-evidence-based-practice-outcomes-300x121.png\")
NUR 590 dissemination of the evidence-based practice outcomes<\/figcaption><\/figure>\ncommunication methods that would be needed.<\/p>\n
Objectives:<\/h3>\n\n- Propose strategies used to disseminate evidence to influence health care outcomes.<\/li>\n<\/ol>\n
Assessments<\/strong><\/h3>\nCollapse All<\/p>\n
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 dissemination of the evidence-based practice outcomes<\/a><\/u><\/strong><\/span><\/p>\n <\/p>\n
Evidence-Based Practice Project Proposal Presentation<\/strong><\/h2>\nSUBMIT ASSIGNMENT<\/h3>\nAssessment Description<\/h4>\n
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.<\/p>\n
<\/p>\n
For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.<\/p>\n
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.<\/p>\n
Include the following in your presentation:<\/h2>\n\n- Introduction (include PICOT statement)<\/li>\n
- Organizational Culture<\/a> and Readiness<\/li>\n
- Problem Statement and Literature Review<\/li>\n
- Change Model, or Framework<\/li>\n
- Implementation Plan<\/li>\n
- Evaluation Plan<\/li>\n
- Conclusion<\/li>\n<\/ol>\n
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.<\/p>\n
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.<\/p>\n
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.<\/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 dissemination of the evidence-based practice outcomes Grading Rubric Guidelines<\/strong><\/h2>\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 dissemination of the evidence-based practice outcomes<\/strong><\/h2>\nTitle: NUR 590 dissemination of the evidence-based practice outcomes<\/strong><\/h2>\n <\/p>\n
Evidence-Based Practice Proposal: Model For Change<\/span><\/b>\u00a0<\/span><\/h2>\nImplementation of an evidence-based practice project is usually not a straightforward process hence a need to have an appropriate plan for each phase. Implementation can be supported by using various proven strategies, such as following established models or frameworks for change. Such frameworks or models offer foundations upon which the project can be implemented (<\/span>Jayatilleke, S., & Lai, 2018)<\/span>. Fortunately, several change models or frameworks exist that can be used to aid the implementation of EBP projects. The implication is that project implementers should choose the most appropriate model, which will not lead to any bias and failures in implementation. Therefore, the purpose of this assignment is to explore the change model or framework which will be used in guiding the implementation of the proposed EBP project and explain how the stages of the change will be used in implementing the project.<\/span>\u00a0<\/span><\/p>\nThe Selected Model For Change<\/span><\/b>\u00a0<\/span><\/h2>\nThe selected model for change to guide the implementation of this project is Kurt Lewin\u2019s change model. According to this model, change takes place in three different phases. In addition, the process of change is usually associated with two different types of forces, which are the restraining forces and the driving forces (Hussain et al.,2018). While the driving forces enhance the change process, the restraining forces prevent change from occurring. The implication is that for a change process to be successful, the driving forces must be greater than the restraining forces.<\/span>\u00a0<\/span><\/p>\nThe Stages in The Change Model<\/span><\/b>\u00a0<\/span><\/h2>\nKurt Lewin\u2019s change model states that change takes place in three phases. The phases include unfreezing, change, and refreezing. The unfreezing phase is the first phase, where the change implementers create an urgent need for change. Such a step is supported by various statistics that may warrant a need for change. As such, the phase prepares the affected stakeholders for the impending change (Hussain et al.,2018). Effective communication is important in this phase. The next phase is the change phase, where the implementation of the proposed change takes place. In most cases, the proposed change is implemented, and its viability is explored. The last stage is the refreezing stage. This last phase involves supporting the individuals to accept the implemented change and stabilize. In addition, the implemented intervention is embraced as part of the organizational culture and as a new strategy for doing things in the organization.<\/span>\u00a0<\/span><\/p>\nThe Application of The Model in The Proposed Implementation<\/span><\/b>\u00a0<\/span><\/h2>\nThe project focuses on the application of a CAUTI bundle to help in lowering the rates of CAUTI in the organization. Lewin’s model will be used to manage the change as appropriate. The first phase, which involves unfreezing, will entail informing the organization’s stakeholders of the urgent need to bring down the rates of CAUTI in the facility. In the implementation phase, the staff will be educated on the CAUTI bundle before implementation of the same is undertaken. The final phase will involve refreezing (<\/span>Muldoon, 2020)<\/span>. At this phase, it is expected that the organization will adopt CAUTI bundles as the standard care for patients to prevent CAUTI.<\/span>\u00a0<\/span><\/p>\nConclusion<\/span><\/b>\u00a0<\/span><\/h2>\nEvidence-based practice projects are key to improving patient care outcomes in care settings. As such, appropriate strategies should be used to ensure that their implementation is a success. Therefore, this write-up has explored the use of Lewin’s model as a model to help manage the change process. The stages of the change have been described, and how the phases or stages will be used in implementing the proposed change of CAUTI bundle care.<\/span>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nReferences<\/span><\/b>\u00a0<\/span><\/h2>\nHussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change.\u202f<\/span>Journal of Innovation & Knowledge<\/span><\/i>,\u202f<\/span>3<\/span><\/i>(3), 123-127. https:\/\/doi.org\/10.1016\/j.jik.2016.07.002<\/a><\/span>\u00a0<\/span><\/p>\n
After implementation, dissemination of the evidence-based practice<\/a> outcomes is essential for evaluating the success of the project for ensuring sustainability. Propose strategies that you could use for disseminating the outcomes of your evidence-based practice project proposal. Consider what information would need to be communicated, which stakeholders would need to be involved and the<\/p>\n communication methods that would be needed.<\/p>\n Collapse All<\/p>\n Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 dissemination of the evidence-based practice outcomes<\/a><\/u><\/strong><\/span><\/p>\n <\/p>\n 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.<\/p>\n <\/p>\n For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/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 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 <\/p>\n Implementation of an evidence-based practice project is usually not a straightforward process hence a need to have an appropriate plan for each phase. Implementation can be supported by using various proven strategies, such as following established models or frameworks for change. Such frameworks or models offer foundations upon which the project can be implemented (<\/span>Jayatilleke, S., & Lai, 2018)<\/span>. Fortunately, several change models or frameworks exist that can be used to aid the implementation of EBP projects. The implication is that project implementers should choose the most appropriate model, which will not lead to any bias and failures in implementation. Therefore, the purpose of this assignment is to explore the change model or framework which will be used in guiding the implementation of the proposed EBP project and explain how the stages of the change will be used in implementing the project.<\/span>\u00a0<\/span><\/p>\n The selected model for change to guide the implementation of this project is Kurt Lewin\u2019s change model. According to this model, change takes place in three different phases. In addition, the process of change is usually associated with two different types of forces, which are the restraining forces and the driving forces (Hussain et al.,2018). While the driving forces enhance the change process, the restraining forces prevent change from occurring. The implication is that for a change process to be successful, the driving forces must be greater than the restraining forces.<\/span>\u00a0<\/span><\/p>\n Kurt Lewin\u2019s change model states that change takes place in three phases. The phases include unfreezing, change, and refreezing. The unfreezing phase is the first phase, where the change implementers create an urgent need for change. Such a step is supported by various statistics that may warrant a need for change. As such, the phase prepares the affected stakeholders for the impending change (Hussain et al.,2018). Effective communication is important in this phase. The next phase is the change phase, where the implementation of the proposed change takes place. In most cases, the proposed change is implemented, and its viability is explored. The last stage is the refreezing stage. This last phase involves supporting the individuals to accept the implemented change and stabilize. In addition, the implemented intervention is embraced as part of the organizational culture and as a new strategy for doing things in the organization.<\/span>\u00a0<\/span><\/p>\n The project focuses on the application of a CAUTI bundle to help in lowering the rates of CAUTI in the organization. Lewin’s model will be used to manage the change as appropriate. The first phase, which involves unfreezing, will entail informing the organization’s stakeholders of the urgent need to bring down the rates of CAUTI in the facility. In the implementation phase, the staff will be educated on the CAUTI bundle before implementation of the same is undertaken. The final phase will involve refreezing (<\/span>Muldoon, 2020)<\/span>. At this phase, it is expected that the organization will adopt CAUTI bundles as the standard care for patients to prevent CAUTI.<\/span>\u00a0<\/span><\/p>\n Evidence-based practice projects are key to improving patient care outcomes in care settings. As such, appropriate strategies should be used to ensure that their implementation is a success. Therefore, this write-up has explored the use of Lewin’s model as a model to help manage the change process. The stages of the change have been described, and how the phases or stages will be used in implementing the proposed change of CAUTI bundle care.<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change.\u202f<\/span>Journal of Innovation & Knowledge<\/span><\/i>,\u202f<\/span>3<\/span><\/i>(3), 123-127. https:\/\/doi.org\/10.1016\/j.jik.2016.07.002<\/a><\/span>\u00a0<\/span><\/p>\nObjectives:<\/h3>\n
\n
Assessments<\/strong><\/h3>\n
Evidence-Based Practice Project Proposal Presentation<\/strong><\/h2>\n
SUBMIT ASSIGNMENT<\/h3>\n
Assessment Description<\/h4>\n
Include the following in your presentation:<\/h2>\n
\n
NUR 590 dissemination of the evidence-based practice outcomes Grading Rubric Guidelines<\/strong><\/h2>\n
\n\n
\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
\n \n
\n \n
\n \n
\n \n
\n Performance Category<\/strong><\/td>\n \u00a010<\/strong><\/td>\n 9 <\/strong><\/td>\n 8 <\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Application of Course Knowledge –<\/strong><\/p>\n \n \n
\n \n
\n \n
\n \n
\n \n
\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
\n \n
\n \n
\n \n
\n \n
\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
\n \n
\n \n
\n \n
\n \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 \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 dissemination of the evidence-based practice outcomes<\/strong><\/h2>\n
Title: NUR 590 dissemination of the evidence-based practice outcomes<\/strong><\/h2>\n
Evidence-Based Practice Proposal: Model For Change<\/span><\/b>\u00a0<\/span><\/h2>\n
The Selected Model For Change<\/span><\/b>\u00a0<\/span><\/h2>\n
The Stages in The Change Model<\/span><\/b>\u00a0<\/span><\/h2>\n
The Application of The Model in The Proposed Implementation<\/span><\/b>\u00a0<\/span><\/h2>\n
Conclusion<\/span><\/b>\u00a0<\/span><\/h2>\n
References<\/span><\/b>\u00a0<\/span><\/h2>\n