NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change-Step-By-Step Guide
This guide will demonstrate how to complete the NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change 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 NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change 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 NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
The introduction for the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change 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 NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
After the introduction, move into the main part of the NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change 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 NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
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 NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change
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 NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
The application of model for change in evidence-based practice proposals is essential in attaining the goals of any change implementation in nursing or clinical practice. An EBP projects builds on research by other practitioners and helps in developing practical interventions for effective use to reduce the duration of time for patients with traumatic experience to recover from these incidents (Dearing et al., 2018). In this project, the essay describes how Roger’s diffusion of innovation theory can be used to give peer support to patients with traumatic experiences.
Description of the Model & Its Relevance to the Project
Patients with traumatic experiences require effective care and use of evidence-based practice interventions to recover from such events and lead better and quality life. Traumatic experiences lead to negative outcomes and it is essential for providers to understand the significance of peer support alongside interventions like informed care. Peer support is a promising intervention in enhancing recovery from episodes of traumatic experiences, especially in hospital settings (Shalaby & Agyapong, 2020). The approach uses peer support worked who are mostly those that have lived traumatic experiences and possess special training as part of the care team. Therefore, effective knowledge diffusion is necessary for quality patient outcomes.
Christian values are essential to embody in all aspects of life. While GCU utilizes these values as a foundational component for educational standards, these should also be standard for how students are influenced in their academic performance as well. Academic dishonesty, which is the opposite of academic integrity, plagues all academic levels. There are several reasons why I think students are tempted into dishonesty including pressure for success, lack of understanding about what constitutes plagiarism, and
not fully understanding the entire process of academia. Integrity is the intrinsic belief to do the right thing even when no one is watching and is an essential value of the Christian doctrine. When students believe and practice integrity, they will be able to apply this outside of the classroom and to other aspects of life. If students are engaging in academic dishonesty, this may be suggestive of a lack of integrity outside of the classroom as well. Lack of integrity is one example of the brokenness seen in society today. It shows a desire for success regardless of the means to get there or if there was any actual self-growth in the achievement of success. Having an educational infrastructure based on Christian values will not only foster academic success but will support students to apply these values beyond the classroom and become a part of their daily lives.
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Diffusion of innovation (DOI) model developed by Rogers in 1962 is one of the most effective EBP interventions that can help tackle and reduce fall incidences among inpatients within hospital settings. The model uses various modes of communication to offer explanation concerning ideas and the ideology spreading to social system and those involved eventually embracing the concept and alter their approaches to accomplishing things. Adoption implies that nurse practitioners do something differently than what they had previously (Balas & Chapman, 2018). The core to adoption is that individual practitioners should perceive the idea, behavior, or product as new or innovative so that it diffuses and incorporated into care practice while dealing with patients. The model identifies five categories of adopters and emphasizes the need to understand the characteristics of the target population (Dearing et al., 2018). Therefore, those promoting an innovation need to use different approaches to appeal the different groups that include innovators, early adopters, early majority, late majority and laggards. In this case, dissemination of information on ways to offer peer support alongside informed care interventions implies that the proposed project underscores the different aspects of the issue and develop an effective way of engaging the practitioners through implementing innovative approaches.
NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
Stages of the Diffusion Theory or Model
The project related to fall prevention among the hospital patients needs regular drive and monitoring as well as evaluation through various phases of the purpose based on the theory of diffusion and innovation. These stages include knowledge, persuasion, decision, implementation, confirmation. For instance, at the knowledge stage, imparting new information and ways of doing things requires effective communication. Change begins with an idea and change agents should offer stakeholders all the knowledge and information to persuade them and allow decision-making (Balas & Chapman, 2018). Once they decide, they will implement the new approaches and make the changes as part of the overall processes and operations in the hospital setting. The knowledge stage is where the stakeholders know the change, possible solutions and how to implement the solution and the logic behind the changes.
Persuasion stage requires the change agents to convince certain groups like the laggards who are always skeptical and later majority who are conservative and respond to peer pressures and economic necessity for change. Laggards are always suspicious of innovations and are keen on maintaining the status quo. The implication is that no implementation can happen without persuasion so that those involved embrace the changes to reduce falls within the inpatient setting.
Application of Each Stage of the Model in Proposed Implementation
Experiencing trauma increases the possible risks of adverse health conditions like chronic heart disease among others. Trauma has negative effects on one’s perception and mental health situation. The implication is that the implementation of an effective approach to help patients with traumatic experiences is essential to improving quality care delivery and reducing adverse events. The knowledge or awareness stage entails exposing participants or individuals to innovation but with limited information (Shalaby & Agyapong, 2020). Therefore, it is important to offer correct and complete information on the intervention to mitigate effects of traumatic experience through peer support combined with trauma informed care to accelerate recovery process. It entails proposing the most effective way to help the patients and having evidence-based practice (EBP) communication tools based on the use of models like Situation, Background, Assessment, and Recommendation (SBAR) and telehealth applications as reminders for nurses in remote locations.
The second stage of the model is persuasion where individuals develop interest in new concepts and seek additional information. It is essential at this stage to offer more information, increase the need for change, and involve stakeholders through meetings, and sessions to elaborate the need to use peer support interventions alongside informed care approaches (Menschner & Maul, 2017). The third stage is the evaluation or decision phase where individuals mentally apply innovation to their present and anticipated future situation and decide whether or not to attempt it. At this stage, it would be important to highlight the need to integrate new approaches in the nursing practice and develop a positive attitude for all involved to make better decisions.
The fourth stage is the implementation or trial phase where nurse practitioners make full utilization of innovation. At this stage, it would be important to emphasize the benefits of the new ways to support patients with traumatic experiences through increased support from peers (Lien & Jiang, 2017). The stage will also involve having the new ways of engaging patients and using technology for better outcomes through reminders. The last phase involves adoption or confirmation where EBP ways to prevent falls will become part of the processes and organizational culture in the hospital’s setting. It is critical to assess why some innovations are effective while others are not accepted. Therefore, one must ensure that innovations are observable, have relative benefits, compatible, triable, and implementers understand their complexity.
Conclusion
The use of effective change models in proposed change projects in nursing is essential in improving quality patient outcomes. Roger’s diffusion of innovation model is essential in helping practitioners offer peer support alongside trauma informed care to improve patient’s overall outcomes. As illustrated in the concept implementation map, the project should identify the different categories of individuals and how they accept new ways of doing things for effective execution. The concept map demonstrates the need to consider all the categories of adopters at different stages for effective execution of the changes in the setting.
References
Balas, E. A., & Chapman, W. W. (2018). Road map for diffusion of innovation in health care.
Health Affairs, 37(2), 198-204. https://doi.org/10.1377/hlthaff.2017.1155
Dearing, J. W., & Cox, J. G. (2018). Diffusion of innovations theory, principles, and practice.
Health Affairs, 37(2), 183-190. https://doi.org/10.1377/hlthaff.2017.1104
Lien, A. S. Y., & Jiang, Y. D. (2017). Integration of diffusion of innovation theory into diabetes
care. Journal of diabetes investigation, 8(3): 259-260. Doi: 10.1111/jdi.12568
Menschner, C., & Maul, A. (2017). Key ingredients for successful trauma-informed care
implementation. Trenton: Center for Health Care Strategies, Incorporated.
Mohammadi, M. M., Poursaberi, R., & Salahshoor, M. R. (2018). Evaluating the adoption of
evidence-based practice using Rogers’s diffusion of innovation theory: a model testing study. Health promotion perspectives, 8(1): 25-32. doi: 10.15171/hpp.2018.03
Shalaby, R., & Agyapong, V. (2020). Peer Support in Mental Health: Literature Review. JMIR
mental health, 7(6), e15572. https://doi.org/10.2196/15572
Assessment Description
Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model
or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select 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.
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Include the following:
- Identify the selected model or framework for change and discuss its relevance to your project.
- Discuss each of the stages in the change model/framework.
- Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.
- Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.
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 minimum of four 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.
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. NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.
Assessment Description
Discuss the significance of frameworks or models in guiding research or evidence-based practice projects. How can choosing an incorrect framework or model create bias in research?
The models or framework could help nurses and other healthcare providers to translate the research findings into clinical practice while improving patient outcomes. Numerous evidence-based practice models are available to help nurses organize and systemically track progress in the implementation of evidence into practice. These models provide a step-by-step guide on how to take a clinical problem and match it with an intervention based on research to make an organizational or departmental change to practice (Brown.C. G.2014). Use of an established framework for implementation provides a structure to implementation efforts and increase the likelihood of project success and sustainability over time. Failure to utilize these approaches has the potential to create a secondary gap in knowledge translation within clinical settings (Tucker et al 2021).
Brown. C .G(2014). The lowa model of Evidence-Based Practice to promote Quality care An Illustrated Example in Oncology Nursing. Clinical Journal of Oncology Nursing vol (18) https://cjon.ons.org/files/987UI80063M01166.
Tucker. S, McNett. M, Mazurek. M. B, Hanarahan. K, Hunter. S.C, Kim. B, Callen. L & Kitson. A (2021). Implementation science: Application of Evidence-Based practice Models to Improve Healthcare Quality. Worldviews on Evidence-Based Nursing. 18:76-84. https://doi.org/10.1111/wvn.12495.
Resources
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
Critical Appraisal Tools
Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine (CEBM) website.
Worksheet for Using Practice Guidelines
Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and Saunders (2 NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
…
Guidelines and Measures
Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.
Nursing Best Practice Guidelines
Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.
Evidence Based Medicine: Levels of Evidence
Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois/Chicago’s Library of the Health Sciences at Peoria (2021)
…
Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results
Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Result
…
Star Model
Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice
Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by Nursing Outlook (2
…
Iowa Model of Evidence-Based Practice: Revisions and Validation
Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from Worldviews on Evidence-Based Nursing
…
A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes
Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by Melnyk, Fi
…
Study Designs
Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.
Sample Answer for NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
The evidence-based practice (EBP) process results from integration of existing research, clinical expertise, and patient preferences aimed at customizing care and promoting effective care decision-making (Cullen et al., 2020). As such, the use of effective frameworks or models for change in the EBP allows change implementers to use appropriate models to guide the process to attain the expected outcomes. These models are critical in ensuring that all stakeholders accept changes so that there is minimal or no resistance (Amit-Aharon et al., 2020). Nurses as the core implementers of change require enough knowledge and participation to comprehend different components of the proposed change aimed at reducing falls among adult-hospitalized patients in medical-surgical unit through the use of TIPS toolkit as a bundled care approach. The purpose of this paper is to select and describe an evidence-based practice framework or model for change in implementing the mentioned intervention in clinical settings to reduce falls and their adverse effects.
Selected Model or Framework for Change
Organizations implementing EBP change interventions should adopt models that best fit their situations, align with the quality improvement goals and address priority clinical issues as well as guide a systematic and evaluative approach to enhancing collaboration in practice change (Melnyk et al., 2022). The selected model for this change process is the Iowa evidence-based practice to promote quality care (IEBPPQC). The Iowa model is appropriate for this project because it continues to be reviewed to better address sustainability of the EBP, enhance inter-professional change implementation and patient-centered care for clinicians and advanced practice registered nurses (APRNs), guiding them through a team-based and multiple process.
Stages of the Iowa EBP Model
The Iowa model is one of the most popular approaches in addressing and implementing changes to improve quality and patient outcomes. The model has seven essential stages or steps. These include identification of a problem-based trigger or knowledge-focused issue that generate the need for change in practice, determining if the issue is a priority for the healthcare organization, and analyzing the interest of the organizational team and stakeholders which entails searching for, appraising, and synthesizing literature associated with the issue (DeNisco, 2019). The fourth stage is to evaluate the availability and merit of evidence which implies understanding the level of evidence and its quality. The fifth step in the Iowa model is to pilot practice change based on the credibility and reliability of the available evidence. The pilot change intervention aims at assessing the level of impact that such practice will have on the organization, patients, and other stakeholders.
The sixth step is to evaluate the results of the pilot practice intervention to ascertain if the organization should or should not implement the practice change. The seventh step is to disseminate the change across the department if it is feasible and can result in significant benefits to the different stakeholders. After introducing the change, it is essential for stakeholders to continue monitoring, evaluating and analyzing the results while making necessary alterations to attain the expected outcomes.
Application of Each Stage of the Iowa Model
The Iowa EBP model is easy to use for the current issue of preventing and reducing falls among hospitalized adults in medical-surgical unit. The initial step in this case is to identify the need for change. The use of TIPS toolkit means that the stakeholders, especially nurses have identified falls as a trigger problem that reduces the quality of care because of its adverse effects on patients. Secondly, reducing and prevention of falls is a healthcare organization priority. The Centers for Medicare and Medicaid Services (CMS) considers patient falls as never events and does not compensate organizations for expenses and costs associated with the issue (DeNisco, 2019). As such, reducing and preventing falls is a priority for the organization to improve the quality of care it offers to patients and enhancing their overall safety.
The change team’s topic of interest on falls’ prevention through the TIPS toolkit is essential for the organization. In this case, team comprises of different stakeholders interested in developing, evaluating and implementing changes to improve patient safety because of their increased susceptibility to falls due to their condition. The EBP team in this case, comprises of different players, from physicians to nurses and physiotherapists as well as quality assurance experts to ensure that the proposed EBP intervention attains its set goals based on the PICOT framework. The next step for the team is to gather and analyze research associated to the desired practice change (Melnyk et al., 2022). As demonstrated through literature review and synthesis, sufficient evidence exists to support the use of fall TIPS toolkit to reduce and prevent falls in medical-surgical units among adult patients. The research illustrates that different facilities use the TIPS toolkit in their efforts to prevent and reduce falls.
The next aspect of the project will be to implement a pilot change practice based on the availability of not just reliable but also credible evidence (Duff et al., 2020). Based on the results from the pilot intervention, the team will appraise the outcomes before rolling out the entire change practice initiative to reduce falls and disseminate the process to nurses in the unit. As such, the intervention would become part of the routine process and culture in its quality improvement initiatives to attain better patient outcomes.
Conclusion
The use of an appropriate EBP model is essential for change implementation teams to achieve the desired changes in quality care improvement. The Iowa change model remains one of the most popular and easy to use frameworks to implement EBP interventions in healthcare organizations. As illustrated, this model is appropriate for the identified health issue of patient falls among adult patients in medical-surgical units as it will help the change team achieve desired outcomes.
References
Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based practice
perception, information literacy self-efficacy, and academic motivation on nursing students’ future implementation of evidence-based practice. Journal of professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.
Cullen, L., Hanrahan, K., Farrington, M., Anderson, R., Dimmer, E., Miner, R., … & Rod, E.
(2020). Evidence-based practice change champion program improves quality care. JONA: The Journal of Nursing Administration, 50(3), 128-134.
DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:
Essential Knowledge for the Profession. Jones & Bartlett Learning.
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. DOI: https://doi.org/10.1186/s43058-020-00070-0
Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing &
healthcare: A guide to best practice. Lippincott Williams & Wilkins.
Sample Answer for NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
Change models are important in facilitating organizational transformations. They guide the implementation of strategies that would contribute to realizing the desired organizational goals. Nurses are responsible for ensuring effective change models in their organizations. Therefore, this paper examines the change model for use in implementing the project and its applications.
The Selected Model
The trans-theoretical model of change will be used in the project implementation. The model guides the implementation of change and decision-making in the process. It also facilitates the identification of the critical factors needed for the successful implementation of change (Faan et al., 2022). The trans-theoretical model proposes that change occurs systematically in a series of steps. They include pre-contemplation, contemplation, preparation, action, maintenance, and termination. The model applies to the proposed project since it will guide its gradual implementation in the organization.
Stages and their Application
As noted above, change in the trans-theoretical model occurs in steps. They include pre-contemplation, contemplation, preparation, action, maintenance, and termination. Pre-contemplation is the first step where the implementers of the change are not willing to take any initiatives that will change their current behaviors. They do not know the need to change their existing beliefs and practices. As a result, they do not understand the need for a change in their routines (Narimani et al., 2018). The applicability of this stage of change is that school-aged children are not aware of the negative effect of their diets and sedentary behaviors on their health. Consequently, they do not understand the need to adopt healthy behaviors and practices that will minimize their risk of obesity and its associated complications.
Contemplation is the second phase in the trans-theoretical model of change. The adopters of change are aware of the need for change in their behaviors in this stage. They are willing to adopt a change to improve their outcomes. They also explore the strategies they need to overcome their status quo (Edelman & Rnc, 2021). The applicability of this stage to the proposed project is that parents and school-aged children become aware of the risks of obesity and overweight. They begin to explore healthy lifestyles and behaviors. They also begin to engage in active physical activity to manage weight. As a result, their engagement in change initiatives begins in this phase.
The third step in the trans-theoretical model of change is preparation. The adopters of change are ready to implement strategies that would transform their behaviors, beliefs, and practices in this stage. They also participate in identifying additional, effective strategies that would enable them to achieve their desired behavioral change (Butts & Rich, 2021). The applicability of the preparation stage to the proposed project is that children and their parents or guardians have adopted the recommended change initiatives. Nurses also play a proactive role in implementing project initiatives to achieve the desired change. They also promote the environmental transformation to minimize the risk factors for obesity in school-aged children.
Action is the fourth step in the trans-theoretical model of change. The adoption of sustainable interventions characterizes action to promote change. The adopters are highly motivated to engage in activities that would contribute to continuous improvement in their outcomes. The applicability of this stage to the project is that nurses, parents/guardians, and school-aged children will be motivated to engage in activities that minimize the risk factors of obesity. They eat healthy diets and engage in active physical activity to improve their health outcomes.
Maintenance is the fifth stage in the trans-theoretical model of change. The adopters have made the change part of their routine in this stage. They aim to prevent their relapse to old behaviors that had a negative effect on them. The applicability of this stage to the project is that school-aged children and stakeholders, including nurses and parents, will have incorporated dietary modifications and physical activity into their routines. They prevent their relapse into their harmful lifestyles and behaviors. The last stage in the model is termination, where the desired behavioral change has been achieved. The adopters of the change are no longer willing to relapse to their old lifestyles and behaviors (Edelman &Rnc, 2021). Therefore, a safe community for school-aged children has been created.
Conclusion
Models of change are important in the implementation of improvement initiatives in healthcare. The trans-theoretical model of change will be usedto implement the proposed change. It will provide insights into critical factors for successful change. Its effective use is expected to contribute to achieving optimum project outcomes.
References
Butts, J. B., & Rich, K. L. (2021).Philosophies and Theories for Advanced Nursing Practice.Jones & Bartlett Learning.
Edelman, C. L., & Rnc, E. C. K., Dnsc MPH. (2021).Health Promotion Throughout the Life Span—E-Book. Elsevier Health Sciences.
Faan, P. A. P., Faan, A. G. P., Edd, P. A. S., & Hall, A. (2022). Fundamentals of Nursing—E-Book. Elsevier Health Sciences.
Narimani, S., Farmanbar, R., Mozaffari, N., Nemati, A., Amani, F., &Abbasgholizadeh, N. (2018).Cognitive and Behavioral Processes and Its Stages of Change for Fruit and Vegetable Consumption among Nursing and Midwifery Staff of Ardabil Hospitals, 1395: Application of the Trans Theoretical Model.Journal of Health, 9(2), 182–195. https://doi.org/10.29252/j.health.9.2.182
Selected Model or Framework for Change
Criteria Description
Selected Model or Framework for Change
5. 5: Excellent
12 points
The selected model or framework and its relevance to the project are thoroughly discussed. Rationale or support is provided.
4. 4: Good
11.04 points
The selected model or framework and its relevance to the project are discussed. Some detail is needed for clarity or support. NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
3. 3: Satisfactory
10.56 points
The selected model or framework and its relevance to the project are incomplete.
2. 2: Less Than Satisfactory
9.6 points
The selected model or framework and its relevance to the project are summarized. More information or support is needed.
1. 1: Unsatisfactory
0 points
The selected model or framework and its relevance to the project are not discussed.
Stages for Model or Framework
Criteria Description
Stages for Model or Framework
5. 5: Excellent
13 points
The stages in the change model or framework are outlined. There are some inaccuracies. More information is needed.
4. 4: Good
11.96 points
The stages in the change model or framework are thoroughly discussed.
3. 3: Satisfactory
11.44 points
The stages in the change model or framework are discussed. Some detail is needed for clarity or accuracy.
2. 2: Less Than Satisfactory
10.4 points
The stages in the change model or framework are not discussed.
1. 1: Unsatisfactory
0 points
The stages in the change model or framework are only partially discussed.
Application of Model or Framework to Proposed Implementation
Criteria Description
Application of Model or Framework to Proposed Implementation
5. 5: Excellent
15 points
Application of each stage of the model or theoretical framework to the proposed implementation is thoroughly described.
4. 4: Good
13.8 points
General application of each stage of the model or theoretical framework to the proposed implementation is outlined. More information is needed.
3. 3: Satisfactory
13.2 points
Application of each stage of the model or theoretical framework to the proposed implementation is described. Some detail is needed for clarity or support.
2. 2: Less Than Satisfactory
12 points
Application of each stage of the model or theoretical framework to the proposed implementation is incomplete.
1. 1: Unsatisfactory
0 points
Application of each stage of the model or theoretical framework to the proposed implementation is omitted.
Concept Map for Model or Framework
Criteria Description
Concept Map for Model or Framework
5. 5: Excellent
15 points
A detailed and accurate concept map for the selected conceptual model or framework is attached in the Appendix.
4. 4: Good
13.8 points
A concept map for the selected conceptual model or framework is attached in the Appendix. Some detail is needed for clarity or accuracy.
3. 3: Satisfactory
13.2 points
A general concept map for the selected conceptual model or framework is attached in the Appendix. There are inaccuracies.
2. 2: Less Than Satisfactory
12 points
The concept map for the selected conceptual model or framework is incomplete or inaccurate. The concept map is attached, but not in the Appendix.
1. 1: Unsatisfactory
0 points
A concept map for the selected conceptual model or framework is omitted.
Application of Theoretical Framework in Decision Making (B)
Criteria Description
Application of Theoretical Framework in Decision Making (C.1.2)
5. 5: Excellent
10 points
The author has clearly demonstrated the ability to effectively apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.
4. 4: Good
9.2 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is adequately demonstrated.
3. 3: Satisfactory
8.8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is generally demonstrated. There are some gaps or inaccuracies.
2. 2: Less Than Satisfactory
8 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not consistently demonstrated. There are significant gaps and inaccuracies.
1. 1: Unsatisfactory
0 points
The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not demonstrated.
Required Sources
Criteria Description
Required Sources
5. 5: Excellent
5 points
Number of required sources is met, but sources are outdated or inappropriate.
4. 4: Good
4.6 points
Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
3. 3: Satisfactory
4.4 points
Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.
2. 2: Less Than Satisfactory
4 points
Sources are not included.
1. 1: Unsatisfactory
0 points
Number of required sources is only partially met.
Thesis Development and Purpose
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
7 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
4. 4: Good
6.44 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
3. 3: Satisfactory
6.16 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
5.6 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
Criteria Description
Argument Logic and Construction
5. 5: Excellent
8 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
7.36 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
7.04 points
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change
2. 2: Less Than Satisfactory
6.4 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
4.6 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. 3: Satisfactory
4.4 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. 2: Less Than Satisfactory
4 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (Use of appropriate style for the major and assignment)
Criteria Description
Paper Format (Use of appropriate style for the major and assignment)
5. 5: Excellent
5 points
All format elements are correct.
4. 4: Good
4.6 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
4.4 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
2. 2: Less Than Satisfactory
4 points
Template is used, and formatting is correct, although some minor errors may be present.
1. 1: Unsatisfactory
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
Documentation of Sources
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
4.6 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
4.4 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
4 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
Evidence Based Medicine: Levels of Evidence
Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois/Chicago’s Library of the Health Sciences at Peo
…
Guidelines and Measures
Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.
Iowa Model of Evidence-Based Practice: Revisions and Validation
Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from Worldviews on Evidence-Bas
…
Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice
Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by Nursing Outlo
…
Worksheet for Using Practice Guidelines
Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and S
…
A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes
Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by
…
Study Designs
Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.
Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Nursing Best Practice Guidelines
Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.
Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results
Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Sur
…
Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice
Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.
…