GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment

GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment

Grand Canyon University GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment-Step-By-Step Guide

This guide will demonstrate how to complete the GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment 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 GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment                                   

Whether one passes or fails an academic assignment such as the Grand Canyon University   GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment 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 GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment                                   

The introduction for the Grand Canyon University   GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment 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 GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment                                   

After the introduction, move into the main part of the GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment 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 GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment                                   

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 GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment                                   

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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Sample Answer for GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment

Patient care problems require practical and sustainable solutions. Such solutions are evidence-based, and their implementation should be supported by leaders, staff, and the target patient groups. Models of change provide change proponents with a systematic approach to change implementation. Most recommend a stepwise approach to change implementation involving problem identification, searching for solutions, and implementing the findings (Duff et al., 2020). They ensure that nurses and other change leaders work towards tangible results. The purpose of this assignment is to describe the selected model for change and its application in the proposed project.

Evidence-based practice (EBP) is the combination of research evidence, experience, and expertise, patient preferences in the process of performance of care. Clinicians bring up experience and knowledge and patients describe personal beliefs, these two components contribute to valuable research displayed by methodology to develop the best outcome. EBP requires nursing professionals to develop skills in searching the literature and finding guidelines for the application of evidence. Study designs are categorized from case reports to case-control studies, cohort studies, randomized control trials, systematic reviews, and meta-analyses, which are the most specified study designs, examining multiple validated hypotheses and combining the most reliable results (Samonte et al., 2020). Non-experimental research describes a study that lacks the manipulation of an independent variable, researchers conducting non-experimental study measure variables as they naturally happened.

The distinction between non-experimental and experimental research is a significant one as the experimental research provides strong evidence that changes in an independent variable cause difference in a dependent variable; non-experimental research cannot provide this evidence and it is used in cases where the experimental study is not able to be evidenced. Experimental research is evidenced when the researcher has a specific research question or hypothesis regarding a correlation between two variables and it’s feasible and ethical to manipulate the independent variable. Thus, the non-experimental study is approached when these aspects are not met. Non-experimental research is performed when the research question or hypothesis is related to a single variable rather than two variables, the research question approaches a non-causal relationship between variables. The difference between these two types of methods of evaluating evidence is dictated by the nature of the research question.

When the goal of the research question is to explain a nursing aspect and the research questions pertain to a causal relationship, the experimental evidence is approached. If the goal of the science is to describe or predict a non-experimental approach is evidenced. The two pieces of evidence can be used to address the same research question. The non-experimental study encompasses correlational research and observational research; correlational type is considered non-experimental because emphasizes the statistical relationship between two variables but does not incorporate the manipulation of an independent variable; observational type focuses on making observations of behavior in a natural setting without manipulation (Jhangiani, 2019). A quantitative non-experimental study explored students’ perceptions of faculty responses following medication errors that students perform while advancing through a four-year BN Program. The objective of the study is to determine factors which increase the likelihood of nursing students reporting medication discrepancies. The predisposition factors of medication errors are human factors (knowledge deficit, failure to follow procedure) and system factors (patient acuity, level of workload).

Consistent reporting of medication errors is mandatory to maintain patient safety. Nursing students even though supervised by clinical instructors are predisposed to perform a high number of medical errors. The study evidenced that 30 % of nursing students made at least one error during the program of study and the average number of medication errors recalled per student was 1.93. The reporting of medication errors cannot be underestimated. Nurses must take all actions necessary to minimize patient safety incidents. Nursing education programs inspire ethical and moral standards in nursing students, advocating for patient safety being not only a mandate but also a moral and ethical requirement (Walsh, Anstey, Tracey, 2018).

The Selected Model and Relevance

The Iowa model will guide the project implementation process. It promotes evidence-based practice (EBP) in health practice and ensures that organizational change addresses priority patient care concerns (Duff et al., 2020). Its central components include: improving patient outcomes based on scientific evidence, enhancing nursing practice, and helping to monitor healthcare costs. Hanrahan et al. (2019) asserted that utilizing the Iowa model improves nurses’ capacity to utilize EBP in healthcare delivery and work in teams to achieve better outcomes. The proposed project involves utilizing case management in chronic disease management for patients visiting the emergency department. The Iowa model is relevant to the project since it will ensure that the solutions are evidence-based and can achieve the targeted outcomes.

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Stages of the Iowa Model

The Iowa Model for EBP integration into practice has eight steps. As Green (2020) explained, the first step involves identifying the trigger necessitating practice change. The second step is determining whether the problem is a priority based on its effects on patient care, health processes, practitioners’ health, and other elements. Next, the change leader identifies a team to help in evaluating and implementing the EBP change. Such a team allows interdisciplinary stakeholders to solve a problem together hence better results. The fourth step is gathering and analyzing appropriate research to guide practice change.

After gathering research (step 4), the next step is to critique and synthesize the research from the highest level of evidence possible. The primary purpose of this step is to evaluate whether the change is scientifically possible (Cullen et al., 2022). The sixth step involved deciding whether there is adequate research to implement a practice change. Next, a pilot program is conducted (step 7), and the results are evaluated (step 8). The changes are then introduced into practice based on the evaluation results. The revised model advises change proponents to disseminate results (Cullen et al., 2022). Dissemination helps health professionals to adopt similar interventions in other settings to improve patient care.

Applying Each Stage of the Iowa Model

Applying the Iowa model in the proposed implementation would first involve identifying the trigger. Currently, a problem-focused trigger has been identified- chronic illnesses for patients visiting the emergency department. The second step would involve determining its priority level. It is a priority requiring immediate intervention since chronic diseases increase the spending of hospital resources by increasing unplanned admissions and emergency department visits (Chiaranai et al., 2018). The interprofessional team for developing, evaluating, and implementing the change would involve the management, departmental leaders, the change proponent, and nurses. Evidence should be sourced from current and scholarly literature supporting the application of case management in chronic diseases management. The research would be further critiqued and synthesized to determine whether there is adequate research to implement case management. A pilot program would then follow to evaluate the effectiveness of case management before full adoption. The concept map (Appendix A) illustrates the application of the Iowa model in the project.

Conclusion

Change models guide nurses in implementing EBP in health practice. They emphasize implementing evidence-based change to improve patient care and other critical health outcomes. The Iowa model is appropriate for the proposed project. It will ensure that an interdisciplinary team works together to implement the proposed change.

References

Chiaranai, C., Chularee, S., & Srithongluang, S. (2018). Older people living with chronic illness. Geriatric Nursing, 39(5), 513-520. https://doi.org/10.1016/j.gerinurse.2018.02.004

Cullen, L., Hanrahan, K., Edmonds, S. W., Reisinger, H. S., & Wagner, M. (2022). Iowa Implementation for Sustainability Framework. Implementation Science, 17(1), 1-20. https://doi.org/10.1186/s13012-021-01157-5

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: An interpretive description. Implementation Science Communications, 1(1), 1-9. https://doi.org/10.1186/s43058-020-00070-0

Green, C. (2020). Application of the Iowa Model, an evidence-based practice model, when initiating clinical project pilots to evaluate how self-care techniques affect simulated nursing performance. SAGE Publications Ltd. https://dx.doi.org/10.4135/9781529743616

Hanrahan, K., Fowler, C., & McCarthy, A. M. (2019). Iowa model revised: Research and evidence-based practice application. Journal of Pediatric Nursing, 48, 121-122. https://doi.org/10.1016/j.pedn.2019.04.023

Evidence-Based Practice Proposal – Section D: Change Model

Roger’s diffusion of innovation theory is a particularly good theoretical framework to apply to an EBP project. However, students may also choose to use change models, such as Duck’s change curve model or the transtheoretical model of behavioral change. Other conceptual models, such as a utilization model (Stetler’s model) and EBP models (the Iowa model and ARCC model) can also be used as a framework for applying your evidence-based proposal in clinical practice. Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.

In 500-750 words (not including the title page and references page), discuss applying one of the change models to the implementation plan:

Identify the selected model or theoretical framework and discuss its relevance to your project.

Discuss each of the stages in the change model/framework.

Describe how you would apply each stage in your proposed implementation.

In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 4 with the narrative, you will include the conceptual model in the appendices for the final paper.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.

Note: After submitting the assignment, you will receive feedback from the instructor. Use this feedback to make revisions for your final paper submission. This will be a continuous process throughout the course for each section.

NUR590 Evidence Based Practice Project

Week 5 Assignment  

Evidence-Based Practice Proposal – Section E: Implementation Plan

In 1,000-1,500 words, provide a description of the methods to be used to implement the proposed solution. Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval forms in Topic 5 with the narrative, you will include the consent or approval forms in the appendices for the final paper.

Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, you will include the timeline in the appendices for the final paper.

Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, you will include the resource list in the appendices for the final paper.

Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Topic 5 with the narrative, you will include the instruments in the appendices for the final paper.

Explain the process for delivering the (intervention) solution and indicate if any training will be needed.

Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Topic 5 with the narrative, you will include the data collection tools in the appendices for the final paper.

Describe the strategies to deal with the management of any barriers, facilitators, and challenges.

Establish the feasibility of the implementation plan. Address 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). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Topic 5 with the narrative, you will include the budget plan in the appendices for the final paper.

Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.

Note: After submitting the assignment, you will receive feedback from the instructor. Use this feedback to make revisions for your final paper submission. This will be a continuous process throughout the course for each section.

Sample Answer 2 for GCU NUR 590 Evidence Based Practice Project Week 4 and 5 Assignment

The successful implementation of evidence-based interventions in health organizations is important for their performance. Successful implementation of evidence-based practice projects requires organizational support, stakeholder preparedness and adequate measures to manage unforeseen events. Nurses have the responsibility of ensuring that the conditions in their organizations support change. Therefore, this section of the project examines the implementation plan that will be utilized for the evidence-based practice project.

Setting and Access to Potential Subjects

The evidence-based practice project will be conducted in the community setting of the participants. A community setting is considered ideal for the project because it will enable the participant to explore their resources and use in the successful implementation of the project. The focus on the community will also enable other community members to benefit from the project. The potential subjects for the project will be obtained from the diabetic clinic in our hospital. The diabetic clinic will be used because it provides care to patients with diabetes from diverse backgrounds in the hospital. The potential subjects will mainly comprise of the African American patients with diabetes mellitus type 2. Informed consent will be obtained from the potential subjects prior to recruiting them for the project (Ellis, 2019). The subjects will be informed about the need, aim and benefits of the project for them to make an informed decision about their participation in the project.

Time

The estimated time for the project is six months. The timeframe is projected to be adequate for the activities of the project to be undertaken. It is also anticipated that the timeframe will enable the determination of whether the proposed interventions have been effective or not. Therefore, it is projected that all the activities of the project that include assessment, planning, implementation, evaluation and communication of findings will be undertaken within the timeframe.

Resources

The successful implementation of the project will require adequate supply of resources. The resources that will be needed for the implementation of the project will comprise mainly of the human, finance and material resources. The human resources that will be needed will include skilled and trained nurses that will implement the project. The nurses will be involved in recruiting and training the potential subjects about the implementation of the project initiatives. The nurses will also be involved in following up and collecting the data needed for the project. Financial resources will be required for purchasing the needed resources such as training brochures, facilitating training and remuneration of nurses and other activities such as follow-up, data analysis, presentation and purchase of printing resources (Melnyk & Fineout-Overholt, 2019). The other resource that will be needed is a training venue in the community and time.

Methods and Instruments

Questionnaires will be used for the collection of the data that is needed for the project. A pre-test questionnaires will be administered to the subjects to obtain the baseline data about their health status, self-efficacy and quality of life. The post-interventional data will be obtained after the project has been completed for comparison with the baseline data. The comparison will provide insights into the effectiveness of the interventions in improving the treatment outcomes in diabetes mellitus type 2. Questionnaires are considered effective for the project because they will provide accurate and objective data that is needed for the project. The data obtained using questionnaires can also be organized and analyzed with ease (Dang & Dearholt, 2017). The nature of data obtained using questionnaires will also be extensive, hence, desirable for the project.

Process of Delivering the Intervention

As noted above, the potential subjects of the project will be obtained from the diabetes clinic in the hospital. Trained nurses will be tasked to recruit the potential subjects for the project. The subjects who agree to participate in the project will provide informed consent and contact information that will be used for selecting the venues for delivering the interventions of the project. The other process that will be utilized in the project is training selected nurses about the delivery of the intervention. Training will be used to equip the nurses with the required knowledge and skills for the project. The other process will be the selection of venues for delivering the project in the communities. Venues such as training halls, churches and community centers will be used for the delivery of the intervention. The last process is the delivery of the interventions where the subjects will be educated about the use of physical activity and nutritional interventions in the management of diabetes mellitus type 2.

Outline of Data Collection Plan

Trained nurses will collect pre and post-interventional data for the project. A hired data analyst will be tasked with the responsibility of data management. Quantitative methods of data analysis will be utilized in the project. The methods will include the analysis of mean, standard deviation and variance of the obtained results. Descriptive statistics will be used to analyze the demographic data of the subjects. The interpretation process of the data will take into consideration the changes from the baseline following the implementation of the interventions. The presentation of data will be done using charts, tables and graphs to enhance the understanding of the participants and audience of the project.

Management of Barriers, Facilitators and Challenges

The first intervention that will be used to manage barriers will be training the nurses who will implement the project. The aim of training will be to equip them with the knowledge and skills that will be needed for the successful implementation of the project. The training will also increase their level of awareness, which will minimize the risk of resistance to change from them (Kim et al., 2020). The second approach to managing barriers due to cost incurred by the subjects will be delivering the interventions in the community settings. The focus on the community settings will minimize the travel costs that the participants will incur. The third strategy will be maintaining close contact and follow-up with the subjects to increase their adherence to the treatment plans and minimize withdrawal from the project. Lastly, the project members will strengthen their focus on the facilitators, as a way of minimizing the effects of challenges and barriers to the project (Horntvedt et al., 2018).

Feasibility

The estimated budget for the project is $120000. The budget will be used to cover expenses that include training of the healthcare providers, purchase of the required materials, leasing venues for administering intervention, transportation cost, remuneration for the providers, and management of unforeseen events in the project.

Plans

The plans of the project will depend largely on its outcomes. For example, the project will be maintained if it is found to have significant benefits to African American patients with diabetes mellitus type 2. The project will also be maintained if it is found to have significant cost-benefits to the patients and health organization. The project will be extended if it is found that the conclusions on its effectiveness is not dependable. It will also be extended if the number of subjects obtained within the six months is inadequate. The project will be revised if it is found to lack measurable outcomes. The decision to discontinue will be made if it is found to have negative outcomes on the management of diabetes mellitus type 2.

Conclusion

Overall, a comprehensive implementation plan is needed in the introduction of evidence-based practice interventions in clinical settings. The active stakeholders should be trained to ensure that they have the required knowledge and skills for the successful implementation of the project. Organizational support in the supply of the needed resources is also important. Therefore, the outcomes of the project will influence the decisions made about the need and significance of the proposed interventions for diabetes mellitus type 2.

References

Dang, D., & Dearholt, S. L. (2017). Johns Hopkins Nursing Evidence-Based Practice, Third Edition: Model and Guidelines. Sigma Theta Tau.

Ellis, P. (2019). Evidence-based Practice in Nursing. Learning Matters.

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1), 172. https://doi.org/10.1186/s12909-018-1278-z

Kim, M., Mallory, C., & Valerio, T. (2020). Statistics for Evidence-Based Practice in Nursing. Burlington, MA: Jones & Bartlett Learning.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing & Healthcare: A Guide to Best Practice. New York, NY: Wolters Kluwer.