NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness

Grand Canyon University NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness-Step-By-Step Guide

This guide will demonstrate how to complete the NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness 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 Qualitative or Quantitative Design in Data Collection and Effectiveness

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness 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 Qualitative or Quantitative Design in Data Collection and Effectiveness

The introduction for the Grand Canyon University NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness 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 Qualitative or Quantitative Design in Data Collection and Effectiveness

After the introduction, move into the main part of the NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness 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 Qualitative or Quantitative Design in Data Collection and Effectiveness

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 Qualitative or Quantitative Design in Data Collection and Effectiveness

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 Qualitative or Quantitative Design in Data Collection and Effectiveness

Implementing any change in a healthcare organization or facility entails several aspects that require one to develop an implementation as is the most important part of any evidence-based practice (EBP) project proposal. Implementation entails the actualization of the ideas developed in the proposal EBP projects are broken into several identifiable steps (Boehm et al., 2020). The implementation plan will focus on hand hygiene measures in pediatric setting among healthcare workers to reduce hospital acquired infections (HAIs). The implementation plan will consist of the setting where the project will take place, time, resources, methods and instruments, intervention of delivery process, and data collection plan. The plan also includes management of barriers, facilitators and challenges and the feasibility of the plan.

Careful identification of study intentions and meaningful data collection is an essential piece in the evidence-based practice study design process. Though daunting, statistics “play a key role in health and human related research… statistical analysis assists in arriving at right conclusions which then promotes generalization or application of findings to the whole population of interest in the study,” (Rebekah & Ravindran, 2021, p 62). My PICOT intervention aims to reduce the rate of CLABSI occurrence over the course of three months. This quantitative evaluation leads me to design a quantitative evidence-based practice study that considers the numbers and rates of CLABSI occurrence and whether or not implementing a standard bundle will effectively reduce these. Additionally, statistical analysis is essential to give meaning and a story behind a great deal of numbers, with ultimate positive impact on patient popultaion outcomes (Rebekah & Ravindran, 2021). Inferential statistics allow for statistical analysis of data collected to then draw conclusions from specific interventions or scenarios.

Setting and Access to Potential Subjects

The implementation framework of any EBP project includes establishment of a motive for change, development of specific goals, attaining leadership support, creating a leadership teams and engagement of clinical support. In this case, the project setting will be a pediatric hospital where nurse practitioners and clinical nurse leaders involved in service delivery to the patient population will be the main subjects taking part in the proposed project. The selected participants should have served in this unit for the last 12 months. The project will select 20 healthcare staff to be involved in the implementation process.

The second component of this project is getting consent or approval from the participants and the institutional review board for the project to take place. Participants’ consent will be essential as it will demonstrate their willingness to be part of the project without any undue influence. The review board will give the project a green light and ensure that ethical provisions are met to protect the subjects. The consent will indicate that the main purpose of the project is to reduce the rate of HAI within six months by enhancing hand hygiene measures, specifically the use of alcohol-hand sanitizers or rubs alongside handwashing using soap and water. The participants will sign the consent form upon getting relevant information about the project and its overall benefits to the population.

Timelines

The implementation timeframe for the EBP project will be six months. Different activities will take place each month to ensure that all components of the proposal are implemented effectively. The timeframe will include creation of a multidisciplinary team in the first two weeks of the program. The last two weeks of the first month will have collection of required resources and expertise for the implementation process. The training of the nursing staff will occur in the second month and will take two to three weeks to ascertain that the participants have sufficient knowledge and skills based on existing resource to implement hand hygiene measures aimed at reducing HAIs.

The first week of the third month will involve identification of any possible barriers that may influence or interfere with the implementation. The duration will also be used to increase stakeholder engagement, participation and collection of their input and views to be incorporated in the final implementation activities (Luciano et al., 2019). The remain three and half months will involve the actual implementation. However, in the fifth month, the project team will review the implementation to ascertain if there will be need to have any modifications to the project. The implication is that the implementation process will be successful if the five months will be used as expected in the timelines proposed for the plan.

Resources

Studies show that success of any evidence-based project primarily rely on the availability of the needed resources (DeNisco, 2019; Luciano et al., 2019). The implementation of this project require human resources that will comprise of competent trainers who will impart the project team with necessary knowledge and skills. The most appropriate resource for this EBP project include nurse practitioners and clinical nurse leaders. Engagement of nurse practitioners and clinical nurse leaders with the requisite skills improves the success of quality improvement projects. In addition to the human resources, the project will also require financial resources to fund the implementation. the financial resources will be deployed to compensate the trainers and buy required stationeries like the training manuals. These resources will also be instrumental in overall implementation as they will be used to buy equipment like hand-rubs for demonstration. The resources will also include travel expenses for the project manager and the team. Changes needed in the implementation of the solution will include more education and awareness among caregivers since most of the pediatric patients may not comprehend the protocols that will be proposed to reduce hospital acquired infections.

Qualitative or Quantitative Design in Data Collection and Effectiveness

The selected design to collect data for the evidence-based practice project proposal is qualitative. The qualitative approach is deployed to understand thoughts, concepts, and experiences of participants through techniques like interviews, focus groups, observations, and a review of existing literature (Rebekah & Ravindran, 2018). The qualitative research design will be effective in the project proposal since it will entail getting opinions through deployment of different methods from healthcare workers about the need to enhance hand hygiene measures to prevent and reduce the occurrence of hospital acquired infections, especially in pediatric settings (Vandermause et al., 2017). The evidence-based practice project proposal on hand hygiene measures among healthcare workers to reduce and prevent hospital acquired infections (HAIs) in pediatric settings will inform stakeholders about the importance of handwashing protocols. The EBP project proposal is effective as it will ensure that healthcare workers in the selected settings adhere to hand hygiene measures for effective care delivery and minimize the prevalence of infections that negatively impact patient outcomes and quality care delivery.

Methods and Instruments for Monitoring

The implementation process will entail various methods and instruments in its monitoring. Firstly, an audit tool and satisfaction survey will be used in the implementation process. The project team will use satisfaction survey to evaluate the effectiveness of the measures executed to decrease high prevalence of hospital acquired infections in the pediatric unit. The audit framework will be deployed to complete the auditing process. The tool will enhance the auditing of gathered data on specific hand hygiene interventions and their outcomes (Vandermause et al., 2017). Additionally, the project will use questionnaires to collect the required data from the participating nurse. questionnaires are effective data collection tools and nurse leaders and practitioners will fill them out to offer information about the effectiveness of hand hygiene measures that can reduce occurrence of HAIs in pediatric patient population. The information will guide the project implementation team during the process for effective outcomes. The auditing tools and satisfaction surveys alongside the questionnaire use will be critical in attaining the expected project goals.

Delivery of the Intervention

The delivery process for the intervention will involve project team members that comprise of nurse leaders and practitioners. The nurses and practitioners will develop and execute necessary protocols like setting hand sanitizer stations at different points of the care delivery process (Luciano et al., 2019). These points will include the nursing stations and having points in pediatric wards as well as other key points to enhance hand hygiene measures. The participants will require training to enable them perform their respective duties well. Training will consist of giving information to nurse leaders about the components of the proposed so that they can effectively supervise the nurse practitioners to ensure that they carry out their mandate as expected. The practitioners will also require training to implement the proposed measures as planned to meet the set project goals.

Stakeholders Required to Implement the Plan

Stakeholder support is a critical component of evidence –based practice project proposal as they provide critical resources, input, and implement the recommendations of such programs. In this case, several stakeholders will be needed to implement the project (DeNisco, 2019). The initial stakeholders will include clinical nurse leaders and practitioners who will ensure that the components of EBP project are realized. The second set of stakeholders include the project team and trainers that shall offer direction on the implementation of the EBP intervention. The third stakeholder group needed comprise of organizational leaders and managers who shall provide the requisite resources; especially financial resources, to implement the proposed plan to reduce hospital acquired infections in the target population.

Aspects of the Implementation Plan and Potential barriers, Challenges and Proposed Strategies

The success of the project will depend on how the project team manage different aspects like facilitators, barriers, and develop effective strategies to respond adequately. For instance, organizational leaders and managers will be critical facilitators as they offer necessary support through resource allocation and a buy-in. The management will also support the new project will the aim of improving overall care quality.

Time and resource limitation, insufficient knowledge and skills among healthcare workers would be significant barriers in implementation of the project. Negative attitudes that will fuel resistance will also hamper effective implementation of the project as many will feel that it will be sufficient to assess the overall effectiveness of the intervention (Vandermause et al., 2017). It is essential to mitigate these barriers through effective strategies like sticking to the timeframe for implementation, engaging all stakeholders like leaders and managers, and enhancing communication among all players.

Feasibility

The feasibility of this project will be assessed based on a cost-benefit analysis approach. The cost incurred in the implementation process will be estimated to assess the overall benefits that will accrue to patients and healthcare organization’s unit (Rebekah & Ravindran, 2018). The cost will also include funds to compensate trainers and buy the needed project implementation materials to evaluate the overall feasibility of the plan. the unit should implement the plan since its cost-benefit analysis will be positive to the organization.

Conclusion

The implementation of the project stage is essential as it consists of the real practical application of expected changes and subsequent outcomes. Therefore, it is important to evaluate all aspects of the stage for effective outcomes and project’s sustainability. The highlighted plan will be effective through increased stakeholder engagement and participation.

References

Boehm, L. M., Stolldorf, D. P., & Jeffery, A. D. (2020). Implementation science training and

resources for nurses and nurse scientists. Journal of Nursing Scholarship, 52(1), 47-54. doi: 10.1111/jnu.12510.

DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:

Essential Knowledge for the Profession. Jones & Bartlett Learning.

Klingbeil, C. & Gibson, C. (2018). The Teach Back Project: A System-wide Evidence Based

Practice Implementation. Journal of Pediatric Nursing, 42:81-85. doi: 10.1016/j.pedn.2018.06.002.

Luciano, M. M., Aloia, T. A. & Brett, J. F. (2019). 4 Ways to Make Evidence-Based Practice the

Norm in Health Care. Harvard Business Review. https://hbr.org/2019/08/4-ways-to-make-evidence-based-practice-the-norm-in-health-care

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of

Continuing Nursing Education, 19(1), 62.

Vandermause, R., Barg, F. K., Esmail, L., Edmundson, L., Girard, S., & Perfetti, A. R. (2017).

Qualitative methods in patient-centered outcomes research. Qualitative health research, 27(3), 434-442. doi: 10.1177/1049732316668298

Sample Answer 2 for NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness

Design

Quantitative design will be used in data collection for the project. The quantitative design will be appropriate due to its focus on quantifying project data. Since the project does not generate a theory, quantitative design is appropriate for it. The project will also obtain numerical data, which makes the design appropriate rather than qualitative design (Dingwall & Staniland, 2020). The use of quantitative approach is expected to provide clear understanding of the effectiveness of the proposed project in preventing and reducing medication administration errors in practice.

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Methods and Instruments

The project will be monitored on a regular basis to ensure that its goals and objectives are met. It will also make it easier to implement changes that will improve project outcomes. Questionnaires and organizational statistics on medication administration errors will be used to track the results. Statistics will be compared before and after the intervention. The questionnaires distributed to healthcare practitioners will provide data on the effectiveness of the project. Questionnaires are useful because they are inexpensive and take little time to distribute to participants (Dingwall & Staniland, 2020).

Assessment Description

In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper. You will use the implementation plan, including the associated documents in your appendices, 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.

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. Include a draft of the form as an appendix at the end of your paper.
Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper.
Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline 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). Include a draft of the budget and resource list as an appendix at the end of your paper.
Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.
Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.
Explain the process for delivering the intervention and indicate if any training will be needed.
Discuss the stakeholders that are needed to implement the plan.
Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.
Establish the feasibility of the implementation plan.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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.

Resources

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Advanced Nursing Research: From Theory to Practice

Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.

View Resource

Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.

View Resource

Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice

Review Chapter 1 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.

View Resource

Center for Theory of Change

Explore the Center for Theory of Change website.

http://www.theoryofchange.org/

Implementation Science Training and Resources for Nurses and Nurse Scientists

Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from

Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis

Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu

30 Safe Practices for Better Health Care

Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality

Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department

Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,

The Teach Back Project: A System-Wide Evidence Based Practice

Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from Journal of Pediatric Nurs

https://www-sciencedirect-]

Sample Answer for NUR 590 Qualitative or Quantitative Design in Data Collection and Effectiveness

Evidence-based practice (EBP) implementation involves actualizing ideas or best practices established by providers through their research. The implementation process entails several aspects that must be followed systematically to integrate a best practice identified in the research. In this case, the implementation plan focuses on the use of Fall TIPS (tailoring interventions for patient safety) as a bundled care approach to reduce and prevent the occurrence of falls among hospitalized adult patients in medical-surgical units by 20% within six months. Studies and evidence from the Agency for Healthcare Research and Quality (AHRQ) (2021) show that the Fall TIPS toolkit optimizes patient and family efforts in reducing falls. The implementation plan focuses on different aspects of executing the intervention for effective patient care quality delivery and outcomes. The purpose of this paper is to describe the implementation plan of the EBP project propose by exploring the different components of the plan, from setting to timelines and resources, methods and instruments as well as the interventions of the delivery process and barriers.

Setting and Access to Potential Subjects

The project’s setting is the medical-surgical ward with patients who are susceptible to falls due to their health status. The medical-surgical ward provides services to patients recovering from surgical procedures and a majority are susceptible to falls because of being weak. Patients in the unit will all be potential subjects (Barber, 2018). However, only those who will provide their informed consent voluntarily will be part of the subjects. The consent will be critical as it demonstrates their free will to be part of the project to reduce falls.

Timelines

The implementation timeline will be six months. The timeline will have different aspects that include creating an inter-professional collaboration team comprising all providers including nurses, nurse managers, and physicians. The initial week will be about planning and project requirement identification as well as the selection of research design. Nurse training will also happen in the first week on various aspects of the evaluation of the project. The entire activities and components of the time are in the appendix section of the paper.

Resources Required

Effective implementation of an evidence-based practice (EBP) project requires access to and availability of required resources. The EBP project will require resources from organizational leaders and managers as well as sufficient financial resources to implement Fall TIPs as an intervention in the facility to reduce falls (DeNisco, 2019). Human resources for the project will entail nurses, and trainers on the Fall TIPS as a bundled care approach and management. Financial resources for the project will be critical to facilitate training, purchase of required materials and equipment, especially technologies, and installation of the various components of the Fall TIPS. Nurses will require resources to produce informational sheets, enter key data on patients’ health status in electronic health records, and communicate within the setting.

Qualitative or Quantitative Design in Collecting Data and Effectiveness

The project will use a qualitative approach to collect data and perspectives from participants. Falls remain a critical health issue because the Center for Medicare and Medicaid Services (CMS) describes them as never events implying that facilities cannot be compensated for resources used in fall prevention efforts. Using a qualitative design is essential as it allows researchers to deploy techniques that include interviews, focus groups, observation, and literature through systematic review (DeNisco, 2019). The qualitative method would be effective for the proposed project as providers will implement a host of interventions that include fall risk assessment, safe ambulation, safe toileting, effective staff communication, early warning, and patient education. The use of different interventions means that providers will collect data, thoughts, experiences, and perspectives from patients and offer education or awareness information on the best strategies to address falls. Observation of the effects of each intervention would also be tabulated and focus groups will be established to implement certain aspects to assess the overall effectiveness of the Fall TIPS.

The proposed EBP project proposal focuses on reducing and preventing patient falls in the medical-surgical unit among adults. Through these interventions, providers will work collaboratively with all healthcare workers, patients, and their families to reduce the burden of falls by customizing the interventions based on patient needs (Dykes et al., 2018). As such, the project would be effective as it will help improve the quality of care for these patients, improve understanding of the efficacy of each intervention, and allow organizations to get reimbursement from CMS for quality improvement by reducing patient falls.

Monitoring Methods and Instruments

The project will have different methods and instruments or tools to monitor overall results for patients and the medical-surgical unit and the nurses. The team will use an audit tool and a patient satisfaction survey during the implementation process. The satisfaction survey will involve the research participants giving their opinions and perspectives on the overall efficacy of the different interventions. For instance, participants will identify an intervention that is suitable to their condition (Rebekah & Ravindran, 2018). The audit tool will assess the overall level of implementation of the different approaches and those that work for certain types of patients based on their conditions. Through these tools, stakeholders will evaluate the common effects of the Fall TIPS in improving patients’ overall mobility during their stay in the unit.

Intervention Delivery Process

Delivering the intervention will entail having an inter-professional team comprising different healthcare workers in the medical-surgical unit, especially nurses and other specialty nurses like anesthetists and those specializing in areas like ambulation, and data. The intervention will include having staff training on all aspects of the Fall TIPS, developing approaches to safe toileting, effective communication, and patient education. Patients and their families will get the education and know the possible signs of falls, and learn to use bed alarms where necessary, while nurses will learn and apply risk assessment approaches to the issue to ensure effective implementation.

Stakeholders Needed to Implementing the Plan

Stakeholders play a crucial role in the implementation of evidence-based practice project proposal since they offer resources, input, and feedback, collaborate to have a common goal and implement the recommended intervention to improve the quality of care and patient outcomes. The project will require a host of stakeholders, especially internal (Heng et al., 2020). These would include nurses, nurse leaders and managers, project team and trainers, patients and their families, organizational management, and health information technology vendors. The nurses, nurse leaders, and managers will implement the different parts of the Fall TIPS intervention while the project will be in charge of all actions, activities, and timelines for effective deliverables (Tang, 2019). Patients and families will be the beneficiaries of these interventions and will require knowledge as well as skills to improve their gait, mobility, and overall functioning. The organizational management and leaders will offer the resources needed to implement the project and support it.

Aspects of the Implementation Plan: Barriers, Challenges, and Proposed Strategies

The entire success of this EBP project proposal will rely on how stakeholders, especially the project manager, and team, handle different components of the initiative. The EBP implementation will encounter barriers that include resistance to change, limited resources, the need for organizational leaders’ support, and insufficient knowledge and skills by nurses on Fall TIPS (Pop et al., 2020). As such, the project will require facilitators who include organizational leaders and managers, nurse leaders, and change champions who will motivate others to accept the use of Fall TIPS as a bundled care approach to reduce and prevent falls in the medical-surgical unit.

The management and project team should take an active role and integrate all stakeholders in the project. This requires effective communication and the application of models like Lewin’s change theory for employees to accept and embrace change. The integration and involvement of all nurses will ensure that the project attains its intended purpose. Again, predictable timelines would be critical for the success of this project.

Feasibility of the Project

The feasibility of the Fall TIPS intervention is high based on its cost-benefit analysis and approach. The cost incurred in implementing the intervention will be estimated and evaluate overall benefits that will accrue to patients and healthcare organizations, especially the medical-surgical unit (Tang, 2019). Based on the cost of implementation and the associated benefit compared to the effects of falls, the facility and unit will implement the Fall TIPS to reduce and prevent falls while improving the quality of care offered to patients.

Conclusion

Implementing this proposed EBP project to reduce and prevent falls in the medical-surgical unit will be critical to improving the quality of care offered to patients. Through the elaborate stages, stakeholders will assess the overall positive effects of the Fall TIPS intervention to reduce falls and improve the quality of life and patient outcomes. The implementation will focus on ensuring that all healthcare providers in the facility participate and develop a common goal to improve care provision. The Fall TIPS framework will help the unit reduce fall rates and improve the overall quality of care and patient satisfaction.

References

Agency for Healthcare Research and Quality (AHRQ) (2021). Fall TIPS: A Patient-Centered

Fall Prevention Toolkit. https://www.ahrq.gov/patient-safety/settings/hospital/fall-tips/index.html

Dykes, P. C., Adelman, J. S., Alfieri, L., Bogaisky, M., Carroll, D., Carter, E., … & Spivack, L.

(2019). The fall TIPS (tailoring interventions for patient safety) program: A collaboration to end the persistent problem of patient Falls. Nurse Leader, 17(4), 365-370. https://doi.org/10.1016/j.mnl.2018.11.006

Barber, B. (2018). Research on human subjects: Problems of social control in medical

experimentation. Routledge.

DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:

Essential Knowledge for the Profession. Jones & Bartlett Learning.

Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital

falls prevention with patient education: a scoping review. BMC Geriatrics, 20, 1-12. DOI: https://doi.org/10.1186/s12877-020-01515-w

Pop, H., Lamb, K., Livesay, S., Altman, P., Sanchez, A., & Nora, M. E. (2020). Tailoring a

comprehensive bundled intervention for ED fall prevention. Journal of emergency nursing, 46(2), 225-232. DOI: 10.1016/j.jen.2019.11.010.

Ratnapalan, S. (2019). 37 Leading and managing change in healthcare organizations. BMJ

Leader, 3(Suppl 1), A14-A14. http://dx.doi.org/10.1136/leader-2019-FMLM.37

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of

Continuing Nursing Education, 19(1), 62.

Tang, K. N. (2019). Change management. In Leadership and Change Management (pp. 47–55).

Evidence-Based Practice Project Proposal: Implementation Plan – Rubric

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Setting and Access to Potential Subjects

8.4 points

Criteria Description

Description of setting and access to potential subjects; consent or approval form is attached in an appendix, if needed.

5: Excellent

8.4 points

The setting and access to potential subjects are clearly described. A well-developed and accurate consent or approval form is attached correctly in an appendix.

4: Good

7.73 points

The setting and access to potential subjects are described. A consent or approval form is needed and attached in an appendix. Minor revision may be needed on the form or to correct formatting issues in the appendix. Some detail is needed for clarity or accuracy.

3: Satisfactory

7.39 points

The setting and access to potential subjects are generally described. Some additional information is needed. A consent or approval form is attached but requires some revision; the form is attached in an appendix but has formatting errors.

2: Less Than Satisfactory

6.72 points

The setting and access to potential subjects are only partially described. A consent or approval form is attached but contains significant errors; the form is not attached in an appendix.

1: Unsatisfactory

0 points

The setting and access to potential subjects are not described. A consent or approval form needs to be created and attached in an appendix. Revision is needed.

Timeline

9.6 points

Criteria Description

Description of time required; draft of timeline is attached in an appendix.

5: Excellent

9.6 points

The amount of time needed to complete this project is clearly described and general enough to be implemented at any date. A well-developed timeline is attached correctly in an appendix.

4: Good

8.83 points

The amount of time needed to complete this project is described and general enough to be implemented at any date. Minor revision may be needed on the timeline, or to correct formatting issues in the Appendix. Some detail is needed for clarity or accuracy.

3: Satisfactory

8.45 points

The amount of time needed to complete this project is generally described. Some additional information is needed. A timeline is attached but requires some revision; the timeline is attached in an appendix but has formatting errors.

2: Less Than Satisfactory

7.68 points

The amount of time needed to complete this project is only partially described. A timeline is attached but contains significant errors; the timeline is not attached in an appendix.

1: Unsatisfactory

0 points

The amount of time needed to complete this project is not described. A timeline needs to be created and attached in an appendix. Revision is needed.

Budget and Resource List

9.6 points

Criteria Description

Description of resources or changes required; outline of cost and budget and resource list are attached in an appendix.

5: Excellent

9.6 points

A detailed description of resources or changes needed and outline of costs are clearly presented. A well-developed budget and resource list are attached correctly in an appendix.

4: Good

8.83 points

Description of resources or changes needed and outline of costs are presented. Minor revision maybe needed on the budget or resource list, or to correct formatting issues in the appendix. Some detail is needed for clarity or accuracy.

3: Satisfactory

8.45 points

Description of resources or changes needed and outline of costs are generally presented. Some additional information is needed. A budget and resource list are attached but require some revision; the list is attached in an appendix but has formatting errors.

2: Less Than Satisfactory

7.68 points

Description of resources or changes needed and outline of costs are partially presented. A budget and resource list are attached but contain significant errors; the list is not attached in an appendix.

1: Unsatisfactory

0 points

Description of resources or changes needed and outline of costs are omitted. A budget and resource list need to be created and attached in an appendix. Revision is needed.

Research Design

8.4 points

Criteria Description

Quantitative or qualitative design to collect data and evaluate effectiveness.

5: Excellent

8.4 points

A research design is selected. A thorough explanation for how the design will be used to collect data and evaluate effectiveness of the evidence-based practice project proposal is presented. Strong rationale is provided for support.

4: Good

7.73 points

A research design is selected. An explanation of how the design will be used to collect data and evaluate effectiveness of the evidence-based practice project proposal is presented. Adequate rationale is provided for support.

3: Satisfactory

7.39 points

A research design is selected. A general explanation of how the design will be used to collect data and evaluate effectiveness of the evidence-based practice project proposal is presented. More rational is needed for support.

2: Less Than Satisfactory

6.72 points

A research design is selected. It is unclear how the design will be used to collect data and evaluate effectiveness of the evidence-based practice project proposal.

1: Unsatisfactory

0 points

Research design is not selected.

Methods and Instruments

8.4 points

Criteria Description

Methods or instruments used for monitoring implementation.

5: Excellent

8.4 points

The methods or instruments used for monitoring the implementation of the proposed solution are described. Minor revision may be needed for the methods or instruments, or to correct formatting issues in the appendix. Some detail is needed for clarity or accuracy.

4: Good

7.73 points

The methods or instruments used for monitoring the implementation of the proposed solution are thoroughly described. The methods or instruments are accurate and correctly attached in an appendix.

3: Satisfactory

7.39 points

The methods or instruments used for monitoring the implementation of the proposed solution are summarized, but more information is needed. The methods or instruments are attached but require some revision; the list is attached in an appendix but has formatting errors.

2: Less Than Satisfactory

6.72 points

The methods or instruments used for monitoring the implementation of the proposed solution are only partially discussed. A methods or instruments are attached but contain significant errors; the methods or instruments are not attached in an appendix.

1: Unsatisfactory

0 points

The methods or instruments are omitted. The methods or instruments need to be created and attached in an appendix.

Process for Delivering Intervention and Needed Training

8.4 points

Criteria Description

Process for Delivering Intervention and Needed Training

5: Excellent

8.4 points

The process for delivering the intervention and any needed training is summarized. More information or support is needed.

4: Good

7.73 points

The process for delivering the intervention and any needed training is explained. Some detail is needed for clarity or accuracy.

3: Satisfactory

7.39 points

The process for delivering the intervention and any needed training is thoroughly explained. Strong rationale is provided for support.

2: Less Than Satisfactory

6.72 points

The process for delivering the intervention is only partially described.

1: Unsatisfactory

0 points

The process for delivering the intervention is omitted.

Stakeholders for Implementation

8.4 points

Criteria Description

Stakeholders for Implementation

5: Excellent

8.4 points

A thorough discussion of stakeholders needed to implement the plan is presented. Strong rationale is provided for support.

4: Good

7.73 points

Stakeholders needed to implement the plan are omitted.

3: Satisfactory

7.39 points

A summary of stakeholders needed to implement the plan is presented. More information or support is needed.

2: Less Than Satisfactory

6.72 points

An adequate discussion of stakeholders needed to implement the plan is presented. Some detail is needed for clarity or accuracy.

1: Unsatisfactory

0 points

The discussion of stakeholders needed to implement the plan is incomplete.

Barriers or Challenges to Plan and Strategies for Overcoming

8.4 points

Criteria Description

Barriers or Challenges to Plan and Strategies for Overcoming

5: Excellent

8.4 points

Potential barriers or challenges to the implementation plan are thoroughly discussed and clear strategies for overcoming these are proposed. Strong rationale is provided for support.

4: Good

7.73 points

Potential barriers or challenges to the implementation plan are discussed and strategies for overcoming these are proposed. Some detail is needed for clarity or accuracy.

3: Satisfactory

7.39 points

Potential barriers or challenges to the implementation plan are only partially discussed.

2: Less Than Satisfactory

6.72 points

Potential barriers or challenges to the implementation plan are summarized. General strategies for overcoming these are presented.

1: Unsatisfactory

0 points

Potential barriers or challenges to the implementation plan are not discussed.

Evidence of Feasibility

8.4 points

Criteria Description

Evidence of Feasibility

5: Excellent

8.4 points

The feasibility of the implementation plan is thoroughly discussed. Strong rationale is provided for support.

4: Good

7.73 points

The feasibility of the implementation plan is only partially discussed.

3: Satisfactory

7.39 points

The feasibility of the implementation plan is discussed. Some detail is needed for clarity or accuracy.

2: Less Than Satisfactory

6.72 points

The feasibility of the implementation plan is outlined. More information or support is needed to demonstrate the feasibility of the plan.

1: Unsatisfactory

0 points

The feasibility of the implementation plan is not discussed.

Required Sources

6 points

Criteria Description

Required Sources

5: Excellent

6 points

Number of required resources is met. Sources are current and appropriate for the assignment criteria and nursing content.

4: Good

5.52 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

3: Satisfactory

5.28 points

Number of required sources is met, but sources are outdated or inappropriate.

2: Less Than Satisfactory

4.8 points

Number of required sources is only partially met.

1: Unsatisfactory

0 points

Sources are not included.

Thesis Development and Purpose

8.4 points

Criteria Description

Thesis Development and Purpose

5: Excellent

8.4 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4: Good

7.73 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3: Satisfactory

7.39 points

Thesis is apparent and appropriate to purpose.

2: Less Than Satisfactory

6.72 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

9.6 points

Criteria Description

Argument Logic and Construction

5: Excellent

9.6 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4: Good

8.83 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: Satisfactory

8.45 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.

2: Less Than Satisfactory

7.68 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

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

6 points

Criteria Description

Mechanics of Writing Includes spelling, punctuation, grammar, language use.

5: Excellent

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.

4: Good

5.52 points

Writer is clearly in command of standard, written, academic English.

3: Satisfactory

5.28 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.

2: Less Than Satisfactory

4.8 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.

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

6 points

Criteria Description

Paper Format Use of appropriate style for the major and assignment.

5: Excellent

6 points

All format elements are correct.

4: Good

5.52 points

Template is fully used; There are virtually no errors in formatting style.

3: Satisfactory

5.28 points

Template is used, and formatting is correct, although some minor errors may be present.

2: Less Than Satisfactory

4.8 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1: Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

5: Excellent

6 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4: Good

5.52 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3: Satisfactory

5.28 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2: Less Than Satisfactory

4.8 points

Sources are not documented.

1: Unsatisfactory

0 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.