Feb 23, 2024 NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU
NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU
NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU
The evaluation of evidence-based practice (EBP) project proposal is essential to ascertain the effectiveness of the suggested intervention. The evaluation must define the expected outcomes, and identify data collection tools to determine their effectiveness, validity, reliability and application to the project (Melnyk et al., 2019). Additionally, statistical tests for the proposed intervention should be selected and be appropriate or align with the data collection tools. The purpose of this paper to describe the evaluation plan for the proposed EBP project of implementing Fall TIPS to reduce falls among adult patients in medical-surgical unit.
Expected Outcomes
The EBP process implores one to identify the expected outcomes of the proposed project. Most EBP projects focus on improving quality of patient care through leveraging research evidence and optimization of clinical skills and knowledge. Imperatively, the main expected outcome for this EBP project proposal is to reduce the occurrence of patient falls in the medical-surgical unit by 30% within six months of the implementation (Rebekah et al., 2018). The expectation is that implementing Fall TIPS will allow nurses and other providers to tailor fall prevention interventions based on a patient’s condition and not a one-fits-all approach.
Data Collection Tool: Validity, Reliability & Applicability
While there are different data collection tools for EBP project proposal. In this case, the project will use qualitative design meaning that it will apply questionnaires and focus groups as well as observation to collect data on the efficacy of the proposed intervention. These data collection tools are valid and applicable as well as reliable since they gather data from patients on firsthand experience. These tools will be effective because they will integrate diverse aspects of the project and what it means for patients in the setting (Grove et al., 2019). The semi-structured questions and observations will complement each other and increase the overall validity and reliability.
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Statistical Test
Researchers use appropriate statistical test tools based on the type of data collection deployed. Researchers use statistical test to organize data into evaluable results to determine the effectiveness of an EBP project proposal. Because of the various sets of subjects and data collection tools, the most appropriate statistical test will be the t-test. The independent t-test has data from different subjects so difference in measurements among the individuals can be determined (Rebekah et al., 2018). This test is best-suited to the project due to the data collection tools selected to gather information from patients on Fall TIPS model.
Methods Applied to the Data Collection Tool
As part of the evaluation plan, methods must be uses to the data collection tool and consideration should be made on outcome measures. Method analysis and presentation influences the evaluation of study claims, promotes more rigor on access to data and encouraged increased transparency and honesty in research. Using data collected through semi-structured questionnaires, the researchers will measure patient outcomes and experiences (Lengnick-Hall et al., 2020). They will then tabulate the data to determine if there are changes after the implementation of the Fall TIPS. The research will the deploy computation tools to determine rates of improvement based on the reduction of falls within the unit.
Alternative Strategies
An effective evaluation plan must develop alternative strategies that can be used if outcomes are not positive or fail to deliver expected results. Improving care quality through reduced prevalence of falls is an iterative process meaning that it is not immune to corrections and refining as providers learn from experience to improve outcomes. The implication is that the project will integrate effective approaches that include better communication and collaboration, use of inter-professional interventions based on better communication approaches.
Strategies to Address Unexpected or Negative Outcomes
It is anticipated that the proposed intervention will result in positive outcomes as indicated above. However, in the event that the outcomes are negative, the researchers will deploy various strategies to correct the issue. The first strategy will be to re-examine the implemented intervention by analyzing the process and all components associated with ach stage. Such an approach may reveal weak areas of the project that requires improvement for the intervention to offer better outcomes. The next strategy is formulation of new timelines, especially extending the project schedule and time. This will allow the stakeholders to explore corrective measures and possibly have better outcomes. The other aspect would be to change the implementation model or conceptual framework, if possible, and where it does not offer better interpretation of the expected outcomes.
Plan to Maintain, Extend, Revise, & Discontinue the EBP Project
The maintenance, extension, revision and discontinuation of the EBP project will require developing an appropriate plan. In this case, sustenance of the EBP implementation will require training, continual quality monitoring, and developing teams that will review areas of concern and ensure that the Fall TIPS focus on patient needs and concerns. Review of objectives and goals will also be important as it identify areas that may be discontinued because of their inappropriateness to the project Revision will be based on the project’s inability to meet expected outcomes. The review process will trigger change aimed at providing better approaches to avoid similar mistakes in the future.
Conclusion
Evaluation is a critical phase of the EBP process and project implementation. Developing an evaluation plan allows stakeholders and project team to understand different aspects of the implementation and the expected outcomes. The evaluation plan identifies weak areas and what the implementers can integrate to attain expected
NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU References
Grove, S. K., & Cipher, D. J. (2019). Statistics for Nursing Research-e-book: A
workbook for evidence-based practice. Elsevier Health Sciences.
Lengnick-Hall, R., Willging, C. E., Hurlburt, M. S., & Aarons, G. A. (2020). Incorporators, early
investors, and learners: A longitudinal study of organizational adaptation during EBP implementation and sustainment. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01031-w
Koota, E., Kääriäinen, M., Kyngäs, H., Lääperi, M., & Melender, H. (2021). Effectiveness of
evidence‐based practice (EBP) education on emergency nurses’ EBP attitudes, knowledge, self‐efficacy, skills, and behavior: A randomized controlled trial. Worldviews on Evidence-Based Nursing, 18(1), 23-32. https://doi.org/10.1111/wvn.12485
Melnyk, B. M. & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing &
Healthcare: A Guide to Best Practice. Wolters Kluwer.
Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of
Continuing Nursing Education,19(1), 62-70. https://www.ijcne.org/text.asp?
2018/19/1/62/28649
The systematic evaluation plan refers to a faculty-owned, faculty-created, and a faculty-driven document that deliver or conveys the deliberate evaluation and assessment of all the end-of-program student learning outcomes, and most importantly, the faculty’s data-driven decisions to advance the achievement of learners (Espinosa, 2016). Systematic evaluation consists of various components that are used to direct different activities when it comes to the learning processes. In every educational organization, systematic evaluation is important as it aids in both the accreditation and reaccreditation processes.
Components of Systematic Evaluation
Some of the components of the systematic evaluation plan include study selection, which is often done according to the predefined eligibility criteria. The second component is the systematic and extensive searchers, which involves the identification of all the relevant published and unpublished literatures (Espinosa, 2016). Assessment of the risk of bias is the third components of the systematic evaluation plan and it involves the evaluation of the risks included in various studies. The fourth component is the presentation of the findings which is often done in an impartial and independent manner (Kettlewell & Henry, 2019). The final aspect of the systematic evaluation plan is the engagement in the discussion of the limitations of the evidence as well as the reviews. The implementation of all the components of the systematic evaluation plan often leads to the successful faculty activities.
The systematic evaluation plan is used to assure the needs of the stakeholder and the schools are met. With
the evaluation processes, the experts involved often ensure the incorporation of different items that are essential in the education processes (Kettlewell & Henry, 2019). Through following the above components, the experts involved usually ensure the incorporation of all the needs of the stakeholders. The involvement of the faculty in the systematic evaluation plan is essential because they may reveal the necessary requirements in the development processes.
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NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU References
Espinosa, E. O. C. (2016). Systemic knowledge-based assessment of higher education programs. Hersey, NY: IGI Global.
Kettlewell, J. S., & Henry, R. J. (2019). Increasing the competitive edge in math and science. Lanham, MD: Rowman & Littlefield Education.
Assessment Description
In 750-1,000 words, develop an evaluation plan to be included in your final evidence-based practice project proposal. You will use the evaluation plan in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.
Provide the following criteria in the evaluation, making sure it is comprehensive and concise:
Discuss the expected outcomes for your evidence-based practice project proposal.
Review the various data collection tools associated with your selected research design and select one data collection tool that would be effective for your research design. Explain how this tool is valid, reliable, and applicable.
Select a statistical test for your project and explain why it is best suited for the tool you choose.
Describe what methods you will apply to your data collection tool and how the outcomes will be measured and evaluated based on the tool you selected.
Propose strategies that will be taken if outcomes do not provide positive or expected results.
Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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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.
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The spirit of inquiry is defined as an insatiable curiosity that guides both learning and practice. Spirit of inquiry practices can have a significant positive impact on nurses. In nursing, the spirit of inquiry will prompt questions, challenge established and existing practices, and seek new solutions to problems. When using evidence-based practice (EBP) to address a clinical problem, it is critical to ask the right questions in the right way, obtain the best available evidence, and determine what practice changes are required (National League for Nursing, 2021). Developing nurses with an inquiry mindset within a culture that promotes a systematic approach to asking clinical questions is a critical component of the EBP journey. When conducting an evidence-based study or question, using the spirit of inquiry supports the ongoing curiosity of evidence that would dictate a clinical decision. As a nurse, it is your responsibility to determine whether an intervention is necessary, beneficial to the client, and supported by evidence-based practice. Clinical reasoning or judgment is used by nurses and members of collaborative teams to solve clinical problems. The spirit of greater exit will be established, and the first step of the evidence-based process will be launched. In predictable patient care settings, nurses will use evidence, tradition, and patient preferences to promote optimal health status in collaboration with other members of the health care team.
Resources
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Evaluation of Bedside Shift Report: A Research and Evidence-Based Practice Initiative
Read “Evaluation of Bedside Shift Report: A Research and Evidence-Based Practice Initiative,” by Schirm, Banz, Swartz, and Richmo
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0897189717301118#s0030
Reliability and Validity: Linking Evidence to Practice
Read “Reliability and Validity: Linking Evidence to Practice,” by Kamper, from Journal of Orthopaedic and Sports Physical The
… Read More
https://doi-org.lopes.idm.oclc.org/10.2519/jospt.2019.0702
Comparing Clinical Significance and Statistical Significance – Similarities and Differences
Read “Comparing Clinical Significance and Statistical Significance – Similarities and Differences,” by Zbrog (2021), located on t
… Read More
Clinical Significance vs. Statistical Significance
Advanced Practice Nursing: Essential Knowledge for the Profession
Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.
View Resource
Research, Evidence-Based Practice, and Clinical Improvement/Innovation Posters
Read “Research, Evidence-Based Practice, and Clinical Improvement/Innovation Posters” (2015), from AORN Journal.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109809571&site=eds-live&scope=site
A Practical Definition of Evidence-Based Practice for Nursing
Read “A Practical Definition of Evidence-Based Practice for Nursing,” by Stannard, from Journal of PeriAnesthesia Nursing
… Read More
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S1089947219303181
Evidence-Based Practice Educational Intervention Studies: A Systematic Review of What Is Taught and How It I s Measured
Read “Evidence-Based Practice Educational Intervention Studies: A Systematic Review of What is Taught and How it is Measured,” by
… Read More
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/evidence-based-practice-educational-intervention/docview/2089734479/se-2?accountid=7374
Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice
Read Chapter 4 and review Chapter 3 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
View Resource
Advanced Nursing Research: From Theory to Practice
Review Chapter 25 in Advanced Nursing Research: From Theory to Practice.
View Resource
NUR 590 Evidence-Based Practice Project Proposal Evaluation Plan GCU– Rubric
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Expected Outcomes for Evidence-Based Practice Project Proposal
14.4 points
Criteria Description
Expected Outcomes for Evidence-Based Practice Project Proposal
5: Excellent
14.4 points
Expected outcomes for the evidence-based practice project proposal are discussed. Thorough explanations and strong supporting research are provided.
4: Good
13.25 points
Expected outcomes for the evidence-based practice project proposal are discussed. Some detail is needed for clarity or support.
3: Satisfactory
12.67 points
Expected outcomes for the evidence-based practice project proposal are summarized. More information is needed.
2: Less Than Satisfactory
11.52 points
Some expected outcomes for the evidence-based practice project proposal are only partially outlined.
1: Unsatisfactory
0 points
Expected outcomes for the evidence-based practice project proposal are not discussed.
Data Collection Tools
12 points
Criteria Description
Data Collection Tools
5: Excellent
12 points
A data collection tool is selected and a well-supported explanation for why the tool is valid, reliable, and applicable and would be effective for the research design is presented.
4: Good
11.04 points
A data collection tool is selected, and an explanation for why the tool would be effective for the research design is presented. An explanation for the tool is valid, reliable, and applicable. Some detail is needed for clarity or support.
3: Satisfactory
10.56 points
A data collection tool is selected, and a summary for why the tool would be effective for the research design is presented. A general explanation for the tool is valid, reliable, and applicable, but more information and support are needed.
2: Less Than Satisfactory
9.6 points
A data collection tool is selected, but it is unclear why the tool would be effective for the research design. A valid, reliable, and applicable explanation for the tool is incomplete.
1: Unsatisfactory
0 points
A data collection tool is not discussed.
Statistical Test for Project
12 points
Criteria Description
Statistical Test for Project
5: Excellent
12 points
A statistical test is selected, and a well-supported explanation for why the test is best suited for the tool is clearly presented.
4: Good
11.04 points
A statistical test is selected, and an explanation for why the test is best suited for the tool is presented. Some detail is needed for clarity or support.
3: Satisfactory
10.56 points
A statistical test is selected, and a summary for why the test is best suited for the tool is presented. More information or support is needed.
2: Less Than Satisfactory
9.6 points
A statistical test is selected, but it is unclear why the test is best suited for the tool.
1: Unsatisfactory
0 points
A statistical test is omitted.
Methods Applied to Data Collection Tool
12 points
Criteria Description
Methods Applied to Data Collection Tool
5: Excellent
12 points
Methods that will be applied to the data collection are thoroughly discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected are presented.
4: Good
11.04 points
Methods that will be applied to the data collection are discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected is presented. Some detail is needed for clarity or support.
3: Satisfactory
10.56 points
Methods that will be applied to the data collection are outlined. A summary of how the outcomes will be measured and evaluated based on the tool selected is presented. More information or support is needed.
2: Less Than Satisfactory
9.6 points
Methods that will be applied to the data collection tool partially discussed. It is unclear how the outcomes will be measured and evaluated based on the tool selected.
1: Unsatisfactory
0 points
Methods that will be applied to the data collection tool are not discussed.
Strategies for Outcomes That Are Nonpositive
14.4 points
Criteria Description
Strategies for Outcomes That Are Nonpositive
5: Excellent
14.4 points
Strategies for nonpositive outcomes are presented. Some detail is needed for clarity or support.
4: Good
13.25 points
Clear and well-supported strategies for nonpositive outcomes are presented.
3: Satisfactory
12.67 points
General strategies for nonpositive outcomes are presented. More information and support are needed.
2: Less Than Satisfactory
11.52 points
Strategies for nonpositive outcomes are incomplete.
1: Unsatisfactory
0 points
Strategies for nonpositive outcomes are not discussed.
Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution
13.2 points
Criteria Description
Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution
5: Excellent
13.2 points
Detailed and well-supported plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented.
4: Good
12.14 points
Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. Some detail is needed for clarity or support.
3: Satisfactory
11.62 points
General plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. More information and support are needed.
2: Less Than Satisfactory
10.56 points
Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are incomplete.
1: Unsatisfactory
0 points
Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are not discussed.
Required Sources
6 points
Criteria Description
Required Sources
5: Excellent
6 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
4: Good
5.52 points
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
3: Satisfactory
5.28 points
Number of required sources is met, but sources are outdated or inappropriate.
2: Less Than Satisfactory
4.8 points
Number of required sources is only partially met.
1: Unsatisfactory
0 points
Sources are not included.
Thesis Development and Purpose
8.4 points
Criteria Description
Thesis Development and Purpose
5: Excellent
8.4 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
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