NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
Chamberlain University NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
Whether one passes or fails an academic assignment such as the Chamberlain University NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
The introduction for the Chamberlain University NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
After the introduction, move into the main part of the NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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What change did you encounter?
Was the change planned or unplanned?
List the variables that made this change difficult.
Who were the people involved, and what were their attitudes toward the change?
What were some lessons learned during the change process?
How might you apply those lessons learned to the process of translating an evidence-based intervention into practice?
Sample Answer for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
The Change Process
The change dynamics can sometimes be difficult to cope with; however, the change agent must be consistent to achieve the targeted outcomes in the change process. The burden of cervical cancer is linked to the poor uptake of cervical cancer screening. The crude incidence rate for the cervical cancer in the U.S is 6.5% with women aged between 20 and 30 years being more vulnerable to the disease. On the other hand, there is also a significant apathy from them to undertake the cervical cancer screening tests. As a result, a strategy was developed to educate women aged between 20 and 30 years and encourage them to go for the cervical cancers screening. The purpose of this study is to explore the change process, define the challenges and the lessons learned from the change process.
What change did you encounter?
The change involved transforming the perceptions of the targeted populations on the cervical cancer screening. The process would involve helping the population overcome the social fears and stigmatization influencing their willingness to undertake the cervical cancer screening tests. The change aims at increasing the population’s level of awareness on the results from the behavioural transformation characterized by the increased uptake for the cervical cancer screening.
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Was the change planned or unplanned?
The change was planned and strategic. The need to implement the change was influenced by the high burden of cervical cancer among the young women aged between 20 and 30 years. Late diagnosis of cancer has poor prognosis and presents a significant financial burden to both the patient and their families. Therefor
e, the change in this case was consciously planned to help improve public health outcomes.
List the variables that made this change difficult.
The variables that made the change difficult included the existing attitudes among the populations on the cervical cancer screening. Negative attitudes and perceptions towards the cervical cancer screening made it difficult for the targeted populations to consume the knowledge gained from the education programs. Secondly, the availability of the screening facilities could also be a significant variable impacting the change process. The uptake of the screening activities is highly dependent on the availability of the screening facilities. It would take a lot of time to have enough resource centres with the required resources to help in implementing the change proposal.
Who were the people involved, and what were their attitudes toward the change?
The people involved in the change process included the nurses who offered education to the targeted populations. The nurses were positive about the change process and this made it easy to implement the education program. The second group were women aged between 20 and 30 years. Some of the population were sceptical about the change and this presented a significant challenge to the realization of the desired outcomes.
What were some lessons learned during the change process?
The lesson learned from the change process was that a successful change process depends on how well the change agent communicates the process to all stakeholders and convince them to be positive about it. Proper communication minimizes resistances likely to be encountered and promotes better outcomes from the change process (Schulz-Knappe et al., 2019).
How might you apply those lessons learned to the process of translating an evidence-based intervention into practice?
The lesson learned from the change process is important and will be used in the translation of an evidence-based intervention into practice. It will be necessary to communicate the EBP and ensure that all the stakeholders understand its relevance and scope. Applying the concept will make it easier to implement EBP.
Conclusion
Change process involves a series of events and it is important that all the change agent communicate the need for change to all the stakeholders. On the other hand, the change agent must expect some challenges in the change implementation as evident in this case. However, with proper communication strategies, such challenges can be limited.
References
Schulz-Knappe, C., Koch, T., & Beckert, J. (2019). The importance of communicating change. Corporate Communications: An International Journal, 24(4), 670-685. https://doi.org/10.1108/ccij-04-2019-0039
Sample Answer 2 for NR505 Week 7 Assignment Evidence-based Practice Project Proposal Outline SOLUTION
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Overview and Significance of the Practice Issue
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Cervical cancer is a critical public health concern in not only the US but also other global states too. The statistics from ICO and IARC shows that about 14065 women are diagnosed with cervical cancer with 5266 dying from it in America on an annual basis. Cervical cancer has been ranked as the 14th leading frequent cancer affecting women in the USA. The crude incidence rate of the disease in the US is estimated to be 6.5% while its cumulative risk in individuals aged between 0 and 74 years is 0.6% (ICO/IARC, 2018). The disease burden of cervical cancer is high. The affected women are predisposed to poor quality of life due to increased demands of the disease. Patients also incur significant costs due to the increased need for frequent hospitalizations, hospital visits, and loss of productivity (Arbyn et al., 2019).
Screening is an effective tool that is used to reduce the prevalence and incidence rate of cervical cancer in women. Women aged between 20 and 30 years have been shown to be highly vulnerable to cervical cancer. However, their uptake and utilization of cervical cancer screening services is low. Factors such as stigmatization, lack of awareness, and fear towards cervical cancer screening have been identified to hinder women in this age group to utilize cervical cancer screening (Kong et al., 2019). Poor uptake of cervical cancer screening services among women in this age group have adverse implications on their health. They include the late diagnosis of cervical cancer and its associated poor prognosis in treatment. The mortality rate in advanced stages of cervical cancer is usually high due to its metastasis (Oluwole et al., 2017). Nurses have a critical role to play in educating women aged between 20 and 30 years on the benefits of cervical cancer screening. They dispel the false information about cancer screening to influence them utilize their services (Li et al., 2020). Through this role, nurses can address stigma associated with cervical cancer and increase the uptake and utilization of cervical cancer screening by women of this age group. |
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PICOT Statement
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Does the provision of education on the need for cervical cancer screening by the nurses compared to no education reduce the stigmatization and improve the uptake on cervical cancer screening among the women aged between 20 and 30 years with six months? |
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Proposed Intervention and Expected Outcome
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The proposed intervention entails the provision of education on the need for cervical cancer screening by nurses to women aged between 20 and 30 years. The provision of education is anticipated to increase the level of awareness and attitude that women aged between 20 and 30 years have towards cervical cancer screening. The increase in the level of awareness is anticipated to result in the behavioral transformation where the women will adopt screening services for cervical cancer. The anticipated outcomes of the project will be varied. They will include the increase in the knowledge of the women about cervical cancer screening. It is also expected that the attitude that women have towards cervical cancer screening will improve. There is also the anticipated increase in the utilization of the cervical cancer screening by women aged between 20 and 30 years. Lastly, it is estimated that the stigma associated with cervical cancer screening among the target group will be eliminated.
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Synthesis of Evidence to Support the Proposed Intervention
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Studies have evaluated the effectiveness of health education on the increased uptake of screening services for different cancers including cervical cancer. The study Li et al., (2020) investigated the effect of nurse led interventions that included education, counseling, and patient reminders on the uptake of cancer screening services. The study showed a significant improvements in the uptake rates of screening services that included mammography, clinical breast examination, colonoscopy, and regular breast self-examination (Li et al., 2020). While this study did not focus on cervical cancer, it provides great insights into the benefits of education on the uptake of cancer screening services. Ndikom et al., (2017) examined the effects of nurse-led educational intervention on the knowledge as well as uptake of cervical cancer screening in selected hospitals in Nigeria. The results of the study showed that nurse-led education resulted in a significant improvement in the knowledge of the participants on the cause of cervical cancer and its transmission. The intervention also led to an increase in the uptake of cervical cancer screening from 1.4% to 3.6% (Ndikom et al., 2017). A systematic review performed by Naz et al., (2018) showed that educational interventions that aim at creating awareness among the population on the utilization of cervical cancer screening are effective. The review showed that the interventions increase the level of awareness and modify the behaviors of those at risk of cervical cancer (Naz et al., 2018). Therefore, the provision of nurse-led educational interventions are likely to result in an increase in the utilization of cervical cancer screening by women aged between 20 and 30 years. |
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Stakeholder Implications
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One of the implications of the project will be the increased utilization of cervical cancer screening by women aged between 20 and 30 years. The increased utilization will translate into the early identification and management of cervical cancer in the populations diagnosed with the disease. The other implication will be the provision of patient-centered care by the nurses in the organization. Nurses will play a proactive role in ensuring that women aged between 20 and 30 years adopt healthy behaviors that minimize their risk of developing cervical cancer. The last implication is the need for the healthcare providers to work in collaboration to ensure the success of the project.
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References
Arbyn, M., Weiderpass, E., Bruni, L., Sanjosé, S., Saraiya, M., Ferlay, J., & Bray, F. (2019). Estimates of incidence and mortality of cervical cancer in 2018: A worldwide analysis. The Lancet Global Health, 8. https://doi.org/10.1016/S2214-109X(19)30482-6
ICO/IARC. (2018). United States of America: Human Papillomavirus and Related Cancers, Fact Sheet 2019. Fact Sheet, 2.
Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051–2058. https://doi.org/10.2147/CMAR.S195098
Li, C., Liu, Y., Xue, D., & Chan, C. W. H. (2020). Effects of nurse-led interventions on early detection of cancer: A systematic review and meta-analysis. International Journal of Nursing Studies, 110, 103684. https://doi.org/10.1016/j.ijnurstu.2020.103684
Naz, M. S. G., Kariman, N., Ebadi, A., Ozgoli, G., Ghasemi, V., & Fakari, F. R. (2018). Educational Interventions for Cervical Cancer Screening Behavior of Women: A Systematic Review. Asian Pacific Journal of Cancer Prevention : APJCP, 19(4), 875–884. https://doi.org/10.22034/APJCP.2018.19.4.875
Ndikom, C. M., Ofi, B. A., Omokhodion, F. O., & Adedokun, B. O. (2017). Effects of educational intervention on women’s knowledge and uptake of cervical cancer screening in selected hospitals in Ibadan, Nigeria. International Journal of Health Promotion and Education, 55(5–6), 259–271. https://doi.org/10.1080/14635240.2017.1372693
Oluwole, E. O., Mohammed, A. S., Akinyinka, M. R., & Salako, O. (2017). Cervical Cancer Awareness and Screening Uptake among Rural Women in Lagos, Nigeria. Journal of Community Medicine and Primary Health Care, 29(1), 81–88. https://doi.org/10.4314/jcmphc.v29i1