DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
Grand Canyon University DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision-Step-By-Step Guide
This guide will demonstrate how to complete the DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision 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 DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
Whether one passes or fails an academic assignment such as the Grand Canyon University DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision 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 DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
The introduction for the Grand Canyon University DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision 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 DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
After the introduction, move into the main part of the DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision 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 DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
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 DNP-815A DPI Project Milestone: Outline of 10 Strategic Points – Revision
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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Directions:
Complete the “10 Strategic Points” document. Include all suggested changes and revisions from your instructor.
The 10 Strategic Points for the Prospectus and Direct Practice Improvement Project
Introduction
In the Direct Practice Improvement (DPI) Project, there are 10 key or strategic points that need to be clear, simple, correct, and aligned to ensure the project is doable, valuable, and credible. These points, which provide a guide or vision for the project. The 10 Strategic Points are defined within this document and a template provided. The ten strategic points are developed in a table format, as noted below.
The Process for Defining the 10 Strategic Points
The order of the 10 Strategic points listed below reflects the order in which the learner
completes the work product. The first five strategic points focus primarily on defining the purpose or focus for the project based on a clearly defined need or gap from the project site.
Criteria for Evaluating the 10 Strategic Points: Clear, Simple, Correct, and Aligned
When developing a project, it is important to define the 10 Strategic points, so they are simple, clear, and correct in order to ensure that anyone who reviews them will easily understand the quality improvement project. It is important to align all of the 10 Strategic points to ensure it will be possible to conduct and complete the project.
Developing the 10 Strategic Points document begins in DNP-815A begins as a three-page document that can help ensure clarity, simplicity, correctness, and alignment of each of these 10 Strategic Points in the Direct Practice Improvement Project. This document is integral to learner success in the project courses. Therefore constant updates should be made through each course as you develop the project. Please see the table below regarding the development of the citation requirements expected per course.
Read Also: DNP-815A Topic 5 DQ 2 Propose a health behavior change theory that corresponds to your DNP Project
| Course | Minimal number of articles |
| DNP-801A | Begin collecting original research to support the evidence-based practice intervention found in the research or clinical practice guidelines.
MUST have 2 original research articles from the USA (or Canada if Canadian student) to support the intervention within five years of your graduation date. |
| DNP-815A | Must have a total of 5 original research articles:
MUST have 2 original research articles from the USA (or Canada if Canadian student)to support the intervention within five years of your graduation date. Other 3 research articles may be added from US, Canada, UK, Denmark, India, New Zealand, Germany, or Australia. |
| DNP-820A | Must have a total of 15 original research articles:
MUST have 2 original research articles from the USA (or Canada if Canadian student) to support the intervention within five years of your graduation date. Other 3 research articles may be added from US, Canada, UK, Denmark, India, New Zealand, Germany, or Australia.
Any other original research can come from any of the 131 countries listed in the International Compilation of Human Research Standards 2020) found here: https://www.hhs.gov/ohrp/international/compilation-human-research-standards/index.html |
| DNP-830 (A) | These points should have been completed and ready for use in DNP-830A to support the drafting of the DPI project. All criteria from DNP-820A should have been met and revised. |
Value of the 10 Strategic Points Document
The document can be used to review the proposed project with the people or organizations from whom learners need to gain permission to conduct their project, a critical step required before learners can implement their DPI project. The document also proves useful for communicating the DPI project focus with the Content Expert, as well as for reviewing the DPI project with the Project Chair, mentor, content expert, and academic quality review (AQR) process. (Delete all of the information above when submitting the document as to keep the GCU logo)
Example: 10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
| The 10 Strategic Points | |
| Title of Project |
Patient – centered fall prevention interventions |
| Background
Theoretical Foundation Literature Synthesis Practice Change Recommendation
|
1) Background to Chosen Evidence-Based Intervention:
List the primary points for six sections. i) Background of the practice problem/gap at the project site LeLaurin & Shorr (2019) emphasize the dangers of patient falls in various health facilities across the United States and the need to reduce them to reduce injuries and mortality rates while improving patients’ quality of life. Esguerra (2020) argues that Inpatient falls have been highly attributed to increasing economic and physical burden to the patients and also the medical facilities offering healthcare. ii) Significance of the practice problem/gap at the project site iii) Theoretical Foundations: Orem’s Self Care Deficit Nursing Theory iv) Practice Change Recommendation: Validation of the Chosen Evidence-Based Intervention (V) Annotated Bibliography 1. Duckworth, M., Adelman, J., Belategui, K., Feliciano, Z., Jackson, E., Khasnabish, S., Lehman, I. S., Lindros, M. E., Mortimer, H., Ryan, K., Scanlan, M., Berger Spivack, L., Yu, S. P., Bates, D. W., & Dykes, P. C. (2019). Assessing the effectiveness of engaging patients and their families in the three-step fall prevention process across modalities of an evidence-based fall prevention toolkit: An implementation science study. Journal of Medical Internet Research, 21(1), e10008. https://doi.org/10.2196/10008 2. Esguerra, E. (2020). A Patient-Centered Approach to Fall Prevention, 1-64. https://doi.org/10.46409/sr.thbw2378 3. Dykes, P. C., Burns, Z., Adelman, J., Benneyan, J., Bogaisky, M., Carter, E., Ergai, A., Lindros, M. E., Lipsitz, S. R., Scanlan, M., Shaykevich, S., & Bates, D. W. (2020). Evaluation of a patient-centered fall-prevention tool kit to reduce falls and injuries. JAMA Network Open, 3(11), e2025889. https://doi.org/10.1001/jamanetworkopen.2020.25889 4. LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients. Clinics in Geriatric Medicine, 35(2), 273-283. https://doi.org/10.1016/j.cger.2019.01.007 5. Opsahl, A. G., Ebright, P., Cangany, M., Lowder, M., Scott, D., & Shaner, T. (2017). Outcomes of adding patient and family engagement education to fall prevention bundled interventions. Journal of Nursing Care Quality, 32(3), 252-258. https://doi.org/10.1097/ncq.0000000000000232 (vi) Summary of the findings written in this section. (vii) Describe the variables/groups to project, in one sentence.
|
| Problem Statement |
Problem Statement:
LeLaurin & Shorr (2019) emphasize the dangers of patient falls in various health facilities across the United States and the need to reduce them to reduce injuries and mortality rates while improving patients’ quality of life. Esguerra (2020) argues that Inpatient falls have been highly attributed to increasing economic and physical burden to the patients and also the medical facilities offering healthcare.
It is not known if patient-centered interventions will reduce falls among post-operative patients in the rehabilitation units. However, the normal fall prevention strategies have certainly fallen short of completely eradicating fall accidents among post-operative patients in various rehab and medical facilities. Nevertheless, it may be possible to reduce the number of fall accidents among post-operative patients in the rehabilitation centers if the patient-centered fall intervention strategies are used alongside the normal fall prevention interventions (Duckworth et al., 2019).
|
| PICOT to Evidence-Based Question | (viii) PICOT Question Converts to Evidence-Based Question:
Evidence-Based Question: Provide the templated statement
Among post-operative patients in a rehab Unit would the adoption of patient centered interventions be more significant in reducing falls compared to the current clinical fall prevention strategies utilized in post-operative care rehabilitation centers two months after their implementation?
To what degree will the implementation of _patient centered interventions impact falls compared to the current clinical fall preventive strategies utilized among post -operative patients in care rehabilitation centers in Washington DC. |
| Sample
Setting Location Inclusion and Exclusion Criteria |
(ix) Sample, Setting, Location
Identify sample, needed sample size, and location (project phenomena with small numbers and variables/groups with large numbers).
i. 15 patient Population (participants whose outcomes are measured) and number based on G*power analysis or sample size calculator. Explain potential bias and mitigation of sample size. ii. Setting: Skilled Nursing and Rehabilitation Center iii. Location: District of Columbia, Washington Dc: iv. Inclusion Criteria :Patients, Nurses and healthcare workers that has direct contact with patient. v. Exclusion Criteria § Who cannot participate |
| Define Variables | (x) Define Variables:
Independent variables are what we expect will influence dependent variables. A Dependent variable is what happens as a result of the independent variable. i. Independent Variable (Intervention): Medication review ii. Dependent Variable: checking blood pressure. low blood pressure can contribute to fall. |
| Project Design | (xi) Project Design:
This project will use a quality improvement approach. You must be able to explain and cite the difference between research and quality improvement (one paragraph each). i. Quality improvement–a continuous process involving all levels of the organization working together across departmental lines to produce better services for health care clients. The use of quality circles, quality councils, or quality improvement forum(moran&johnson,1992), to facilitate the coordination of quality improvement efforts is an effective way to achieve success. ii. Research: Research provides the foundation for high-quality, evidence-based nursing care. |
| Purpose Statement | (xii) Purpose Statement:
Provide the templated statement.
The purpose of this quality improvement project is to determine if the implementation of patient-centered fall interventions in rehabilitation centers for post-operative patients would impact the number of fall incidents among post-operative patients. The project will be piloted over eight weeks period in an urban setting Nursing & Rehabilitation Center. |
| Data Collection Approach | (xiii) Data Collection Approach:
i. You will need data on your participants demographic information (example: age, gender, educational background, ethnicity…..etc.). What instrument would you use to measure this? (Will you use a pre-made Likert Scale? An Excel Spreadsheet?) ii. You also need data on the measurable patient outcome. What instrument will you use (survey, electronic health records, instrument) to obtain this data and how is it determined to be valid and reliable. iii. For the instruments used to measure data provide the reliability and validity (psychometric studies) for each. iv. Describe the step -by-step process you will use to collect the data, explain where the data will come from, and how you will protect the data and participants. 1. 2. v. Discuss potential ethical issues pertaining to your project. Ethical Considerations in Human Research Protection (i.e. confidentiality vs anonymity of the data, informed consent, and potential conflict of interest.) vi. Discuss how you will adhere to the principles of the Belmont Report (respect, justice, and beneficence) in the project design, sampling procedures, within the theoretical framework, clinical problem, and clinical questions. |
| Data Analysis Approach | (xiv) Data Analysis Approach:
How will you analyze the participants’ descriptive, demographic information? What statistical analysis will be used to prepare the results? What type of data analysis will be needed to analyze the measurable patient outcomes? What statistical test will be used? (i.e. chi-square, paired t-test, Wilcoxon…) Will you use Intellectus, Laerd Statistics, or a statistician? Not sure Discuss the potential Bias and Mitigation of the data. |
| References |
1. Duckworth, M., Adelman, J., Belategui, K., Feliciano, Z., Jackson, E., Khasnabish, S., Lehman, I. S., Lindros, M. E., Mortimer, H., Ryan, K., Scanlan, M., Berger Spivack, L., Yu, S. P., Bates, D. W., & Dykes, P. C. (2019). Assessing the effectiveness of engaging patients and their families in the three-step fall prevention process across modalities of an evidence-based fall prevention toolkit: An implementation science study. Journal of Medical Internet Research, 21(1), e10008. https://doi.org/10.2196/10008
Dykes, P. C., Burns, Z., Adelman, J., Benneyan, J., Bogaisky, M., Carter, E., Ergai, A., Lindros, M. E., Lipsitz, S. R., Scanlan, M., Shaykevich, S., & Bates, D. W. (2020). Evaluation of a patient-centered fall-prevention tool kit to reduce falls and injuries. JAMA Network Open, 3(11), e2025889. https://doi.org/10.1001/jamanetworkopen.2020.25889 Esguerra, E. (2020). A Patient-Centered Approach to Fall Prevention, 1-64. https://doi.org/10.46409/sr.thbw2378 LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized patients. Clinics in Geriatric Medicine, 35(2), 273-283. https://doi.org/10.1016/j.cger.2019.01.007
Moran, M. J., & Johnson, J. E. (1992). Quality improvement: the nurse’s role. American Nurses Association Publications, (NP-80 7.5 M), 45–61.
Yates, Morgan (2015) Research in Nursing Practice, AJN, American Journal of Nursing: May 2015 – Volume 115 – Issue 5 – p 11 doi: 10.1097/01.NAJ.0000465010.34824.62 |
I, , verify that I have completed and logged (5) clock hours in association with the goals and objectives for this assignment. I also have tracked said practice immersion hours in the Lopes Activity Tracker for verification purposes and will be sure that all approvals are in place from my faculty and practice immersion preceptor/mentor before the end of the course.
Replies
Infection prevention and control need self-determination and consistency to eliminate the infection. Self-determination will promote collaboration of the staff considering the motivation and the incentive of self-determination. DPI project of infection control will need the self-determination of all involved in fighting the infections in the facility if not anything for the individuals or patients’ health and to be compliant with state inspection. Consequently, the staff will be determined to work extra hard in achieving this goal by following any protocol and guidelines. Ntoumanis et al. (021) determine that personal and contextual motivational factors are known to influence human behaviors which are conceptualized and measured within SDT as a multifaceted construct with several regulatory styles relative to autonomy or self-determination. Ng et al (2012) pointed out that when patients are autonomously motivated, behavior change is seen to be more effective and lasting. The incentives of SDT may be construed as autonomy which presents the person as having the feeling of being the origin of one’s own behaviors, a competence that makes the person feel effective, and relatedness which makes the person feel understood (Ng et al., 2012). These drivers are the base of motivation in the SDT model.
Reference
Ng, J. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-determination theory applied to health contexts: A meta-analysis. Perspectives on Psychological Science, 7(4), 325-340.
Ntoumanis, N., Ng, J. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., … & Williams, G. C. (2021). A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health. Health psychology review, 15(2), 214-244.