NUR 590 Synthesize the Independent EBP Project Proposal Assignments

NUR 590 Synthesize the Independent EBP Project Proposal Assignments

NUR 590 Synthesize the Independent EBP Project Proposal Assignments

Assessment Description

For this assignment, you will synthesize the independent evidence-based practice project proposal assignments from NUR-550 and NUR-590 into a 4,500-5,000-word professional paper.

The wellness of a population’s health using improved patient safety protocols implores healthcare workers (HCWs) especially nurses, to develop evidence-based practice interventions to reduce and prevent occurrence of adverse events like hospital acquired infections (HAIs) and medication administration errors (MAEs) among others. These adverse events lead to poor patient outcomes, increase the overall cost of care and disease burden, and lowers the quality of care delivered by healthcare professionals. Hospital acquired infections are some of the leading healthcare concerns that affect patient safety and quality of care. Many patients suffer from these infections that result into lengthened stays in hospitals, increased cost of care, and in extreme circumstances death.

Final Paper

The final paper should:

1. Incorporate all necessary revisions and corrections suggested by your instructors.
2. Synthesize the different elements of the overall project into one paper. The synthesis should reflect the main concepts for each section, connect ideas or overreaching concepts, and be rewritten to include the critical aspects (do not copy and paste the assignments).
3. Contain supporting research for the evidence-based practice project proposal.

Main Body of the Paper

The main body of your paper should include the following sections:

1. Problem Statement
2. Organizational Culture and Readiness
3. Literature Review
4. Change Model, or Framework
5. Implementation Plan
6. Evaluation Plan

Appendices

The spirit of inquiry is defined as an insatiable curiosity that guides both learning and practice. Spirit of inquiry practices can have a significant positive impact on nurses. In nursing, the spirit of inquiry will prompt questions, challenge established and existing practices, and seek new solutions to problems. When using evidence-based practice (EBP) to address a clinical problem, it is critical to ask the right questions in the right way, obtain the best available evidence, and determine what practice changes are required (National League for Nursing, 2021). Developing nurses with an inquiry mindset within a culture that promotes a systematic approach to asking clinical questions is a critical component of the EBP journey. When conducting an evidence-based study or question, using the spirit of inquiry supports the ongoing curiosity of evidence that would dictate a clinical decision. As a nurse, it is your responsibility to determine whether an intervention is necessary, beneficial to the client, and supported by evidence-based practice. Clinical reasoning or judgment is used by nurses and members of collaborative teams to solve clinical problems. The spirit of greater exit will be established, and the first step of the evidence-based process will be launched. In predictable patient care settings, nurses will use evidence, tradition, and patient preferences to promote optimal health status in collaboration with other members of the health care team.

The appendices at the end of your paper should include the following:

1. All final changes or revisions for the drafts that will be included in the appendices of your paper.
2. 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 the final appendix at the end of your paper. In each preceding course you have been directed to the Student Success Center for assistance with APA style, and have submitted the APA Writing Checklist to help illustrate your adherence to APA style. This final paper should demonstrate a clear ability to communicate your project in a professional and accurately formatted paper using APA style.

General Requirements

You are required to cite 10-12 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.

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.

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

1.1: Translate research and knowledge gained from practice, while adhering to ethical research standards, to improve patient outcomes and clinical practice.

5.1: Design ethically sound, evidence-based solutions to complex health care issues related to individuals, populations, and systems of care.

Assessment Description

For professional writing in nursing and health care, APA style is expected. It is also expected for the remainder of your graduate program and in doctoral programs for nursing. Discuss what you have learned, or how you have improved, by completing the “APA Writing Checklist” and from receiving feedback from your instructors. What aspects of APA do you still struggle with? In your response to peers, provide a resource from the Student Success Center (or in addition to something in the Student Success Center) or a suggestion for an area in which someone still struggles

Assessment Description

The evidence-based practice (EBP) process is a powerful way of advancing improvements in health care. Identify three strategies that you will now incorporate into your practice based on this course. Explain your rationale.

Resources

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Translating Evidence Into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice

Read “Translating Evidence Into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at

… Read More

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000703-201711000-00004&LSLINK=80&D=ovft

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

Read “Making Connections: An EBP Exemplar” in Unit 6 in Evidence-Based Practice in Nursing and Healthcare: A Guide t

… Read More

View Resource

Advanced Nursing Research: From Theory to Practice

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

View Resource

Translating Evidence Into Practice Through Knowledge Implementation

Read “Translating Evidence Into Practice Through Knowledge Implementation,” by Campione, Wampler-Kuhn, and Fisher, from Rehab

… Read More

https://lopes.idm.oclc.org/l

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Benchmark – Evidence-Based Practice Project Proposal Final Paper – Rubric

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Synthesis

12 points

Criteria Description

Synthesis Paragraphs are logically sequenced, connect ideas or overreaching concepts, and are rewritten to present a fluid and cohesive paper.

5. 5: Excellent

12 points

Synthesis is excellent. The paper organizes paragraphs in a logical sequence and connects ideas or overreaching concepts. The paper is well-developed, fluid, and cohesive.

4. 4: Good

11.04 points

Synthesis is evident. The paper organizes paragraphs in a logical sequence and connects ideas or overreaching concepts. Overall, the paper applies transitions and the paper is fluid and cohesive.

3. 3: Satisfactory

10.56 points

Synthesis is generally evident. The paper organizes most paragraphs in a logical sequence and generally connects ideas or overreaching concepts. Some paragraphs require better transitions to create a fluid and cohesive paper.

2. 2: Less Than Satisfactory

9.6 points

Synthesis is sporadic. Overall, the paper fails to organize paragraphs in a logical sequence and connect ideas or overreaching concepts in a fluid and cohesive paper.

1. 1: Unsatisfactory

0 points

Synthesis is not evident. The paper consists of a cut-and-paste of the previous assignments. Revision based on instructor feedback is not included.

Organizational Culture and Readiness

10.5 points

Criteria Description

Organizational Culture and Readiness Culture, degree of readiness, challenges to implementation, strategies for implementation, stakeholder involvement, communication strategies.

5. 5: Excellent

10.5 points

The organizational culture and readiness are thoroughly discussed and insight into the organization challenges is presented. Clear strategies for communication, stakeholder involvement, and the implementation of the evidence-based practice project proposal are presented. Thorough explanations and strong supporting evidence are provided.

4. 4: Good

9.66 points

The organizational culture and readiness are discussed and information on the organizational challenges is presented. Strategies for communication, stakeholder involvement, and the implementation of the evidence-based practice project proposal are presented. Adequate explanations and supporting evidence are provided.

3. 3: Satisfactory

9.24 points

An incomplete description of the organizational culture, readiness, and some organizational challenges is presented. Strategies for the overall implementation of the evidence-based practice project proposal are incomplete.

2. 2: Less Than Satisfactory

8.4 points

The organizational culture, readiness, and some organizational challenges, are summarized. General strategies for the overall implementation of the evidence-based practice project proposal is presented, but there are inaccuracies. Some additional information is needed.

1. 1: Unsatisfactory

0 points

A description of the organizational culture and readiness is not included.

Problem Statement (B)

12 points

Criteria Description

Problem Statement (C5.1a)

5. 5: Excellent

12 points

The problem statement is consistent throughout the paper and concisely describes the issue using strong evidence-based support to rationalize and justify the problem.

4. 4: Good

11.04 points

The problem statement is consistent throughout the paper and describes the issue using evidence-based support to rationalize and justify the problem.

3. 3: Satisfactory

10.56 points

The problem statement is mostly consistent throughout the paper and, in most instances, uses evidence-based support to rationalize and justify the problem.

2. 2: Less Than Satisfactory

9.6 points

The problem statement is inconsistently presented throughout the paper. Evidence-based support to rationalize and justify the problem is missing in many aspects.

1. 1: Unsatisfactory

0 points

The problem statement is not used throughout the paper. In general, evidence-based support to rationalize and justify the problem is not provided.

Literature Review

10.5 points

Criteria Description

Literature Review

5. 5: Excellent

10.5 points

The supporting literature from the literature review is organized and synthesized strategically throughout the paper to provide convincing evidence. The main components of the articles are used to provide substantial rationale for how the research supports the PICOT.

4. 4: Good

9.66 points

The supporting literature from the literature review is used throughout most of the paper to provide evidence. The articles are used to provide general rationale for how the research supports the PICOT.

3. 3: Satisfactory

9.24 points

The supporting literature from the literature review is synthesized and used throughout the paper to provide evidence. The main components of the articles are used to provide rationale for how the research supports the PICOT.

2. 2: Less Than Satisfactory

8.4 points

The supporting literature from the literature review is inconsistently used in the paper to provide evidence. The articles do not provide clear rationale for how the research supports the PICOT.

1. 1: Unsatisfactory

0 points

Supporting literature from the literature review is not evident. Clear rationale for how the research supports the PICOT is not presented.

Change Model or Framework

10.5 points

Criteria Description

Change Model or Framework

5. 5: Excellent

10.5 points

The selected model or framework and its application for the proposed implementation are thoroughly described.

4. 4: Good

9.66 points

The selected model or framework and its application for the key aspects of the proposed implementation are described.

3. 3: Satisfactory

9.24 points

The selected model or framework and its general application for implementation are outlined.

2. 2: Less Than Satisfactory

8.4 points

The selected model or framework and its application for implementation are incomplete.

1. 1: Unsatisfactory

0 points

The selected model or framework and its application for implementation are not described.

Implementation Plan (B)

10.5 points

Criteria Description

Plan includes setting/access to subjects; timeline; budget and resources; research design; methods instruments; process for delivering intervention; stakeholders; barriers and challenges. (C5.1b)

5. 5: Excellent

10.5 points

The implementation plan is thoroughly described and provides the details for the various aspects. Thorough explanations and strong supporting evidence are provided.

4. 4: Good

9.66 points

The implementation plan is described and provides key information for the various aspects. Adequate explanations and supporting evidence are provided.

3. 3: Satisfactory

9.24 points

The implementation plan is generally described. Information for some key aspects is presented, but there are inaccuracies. Some additional information is needed.

2. 2: Less Than Satisfactory

8.4 points

The implementation plan is incomplete.

1. 1: Unsatisfactory

0 points

The implementation plan is not described.

Evaluation Plan

10.5 points

Criteria Description

Evaluation Plan Plan includes expected outcomes, data collection tools, statistical test, methods applied to data collection tool, strategies for nonpositive outcomes, plans for maintaining, extending, revising and discontinuing proposed solution.

5. 5: Excellent

10.5 points

The evaluation plan is thoroughly described and provides the details for the various aspects. Thorough explanations and strong supporting evidence are provided.

4. 4: Good

9.66 points

The evaluation plan is described and provides key information for the various aspects. Adequate explanations and supporting evidence are provided.

3. 3: Satisfactory

9.24 points

The evaluation plan is generally described. Information for some key aspects is presented, but there are inaccuracies. Some additional information is needed.

2. 2: Less Than Satisfactory

8.4 points

The evaluation plan is incomplete.

1. 1: Unsatisfactory

0 points

The evaluation plan is not described.

Associated Documents and Appendix

9 points

Criteria Description

Associated Documents and Appendix Appendix includes consent or approval form; timeline; budget and resource list; method or instrument; APA Writing Checklist.

5. 5: Excellent

9 points

The resources are accurate and attached in the appendix. It is clearly evident by the quality of the paper that the APA Writing Checklist was effectively used in development of the paper.

4. 4: Good

8.28 points

The resources are revised accordingly and attached in the appendix. It is apparent that the APA Writing Checklist was used in development of the paper.

3. 3: Satisfactory

7.92 points

The resources have been revised, but there are one or two minor errors. The resources are attached in the appendix. It is apparent that the APA Writing Checklist was generally used in development of the paper, but some aspects are inconsistent with the paper format or quality.

2. 2: Less Than Satisfactory

7.2 points

The required resources are attached, but an appendix has not been created. Some resources contain errors and have not been revised. The paper does not reflect the use of the APA Writing Checklist during development.

1. 1: Unsatisfactory

0 points

The appendix and required resources are omitted.

Ability to Translate Research and Knowledge to Improve Patient Outcomes and Practice (B)

12 points

Criteria Description

Ability to translate research and knowledge to improve patient outcomes and practice (C1.1)

5. 5: Excellent

12 points

The final paper clearly adheres to ethical research standards and demonstrates a strong ability to translate research and knowledge gained from practice to the improvement of patient outcomes and clinical practice.

4. 4: Good

11.04 points

The final paper observes ethical research standards and demonstrates an ability to translate research and knowledge gained from practice to the improvement of patient outcomes and clinical practice.

3. 3: Satisfactory

10.56 points

The final paper observes ethical research standards, but there are some aspects of the paper that need more detail or information. A general ability to translate research and knowledge gained from practice to the improvement of patient outcomes and clinical practice is demonstrated.

2. 2: Less Than Satisfactory

9.6 points

The final paper is inconsistent in its adherence to ethical research standards. The ability to translate research and knowledge gained from practice to the improvement of patient outcomes and clinical practice is not consistently demonstrated.

1. 1: Unsatisfactory

0 points

The final paper does not adhere to ethical research standards. The ability to translate research and knowledge gained from practice to the improvement of patient outcomes and clinical practice is not demonstrated.

Required Sources

7.5 points

Criteria Description

Required Sources

5. 5: Excellent

7.5 points

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

4. 4: Good

6.9 points

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

3. 3: Satisfactory

6.6 points

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

2. 2: Less Than Satisfactory

6 points

Number of required sources is only partially met.

1. 1: Unsatisfactory

0 points

Sources are not included.

Thesis Development and Purpose

10.5 points

Criteria Description

Thesis Development and Purpose

5. 5: Excellent

10.5 points

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

4. 4: Good

9.66 points

Thesis is apparent and appropriate to purpose.

3. 3: Satisfactory

9.24 points

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

2. 2: Less Than Satisfactory

8.4 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

12 points

Criteria Description

Argument Logic and Construction

5. 5: Excellent

12 points

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

4. 4: Good

11.04 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

10.56 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. 2: Less Than Satisfactory

9.6 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

7.5 points

Criteria Description

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

5. 5: Excellent

7.5 points

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

4. 4: Good

6.9 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

6.6 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

6 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

1. 1: Unsatisfactory

0 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.

Paper Format

7.5 points

Criteria Description

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

5. 5: Excellent

7.5 points

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

4. 4: Good

6.9 points

All format elements are correct.

3. 3: Satisfactory

6.6 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. The organizational culture and the degree to which it supports change is thoroughly discussed. The various aspects of the culture are included. Thorough explanations and strong supporting research are provided.

2. 2: Less Than Satisfactory

6 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

7.5 points

Criteria Description

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

5. 5: Excellent

7.5 points

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

4. 4: Good

6.9 points

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

3. 3: Satisfactory

6.6 points

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

2. 2: Less Than Satisfactory

6 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.

Total 150 points

Acute care nurses serve patients with complex health needs. Routine exposure to such conditions is mentally and emotionally exhausting, exposing nurses to stress, anxiety, and occupational burnout. From a health dimension, emotional, physical, and mental health problems affect healthcare professionals’ overall productivity and well-being. As a result, it is crucial to develop evidence-based interventions to help acute care nurses cope with their job’s stressful nature. Mindfulness-based interventions are highly effective in managing negative thoughts, reducing distress, enabling nurses to cope with burnout, and improving job satisfaction (Daigle et al., 2018; Ghawadra et al., 2019). However, mindfulness-based interventions only help if implemented effectively. The purpose of this paper is to discuss the implementation plan of mindfulness-based interventions to reduce stress within eight months.

The Setting and Access to Potential Subjects

The setting is a long-term care facility providing specialized care for people struggling to live independently. Routinely, nurses offer advanced care to patients with varying conditions and perform advanced and therapeutic procedures. The overall responsibility is highly demanding from physical, emotional, and mental dimensions due to the needy nature of patients and the empathetic connection required. As the potential subjects, accessing the nurses requires approval since the nature of the project, rationale, and benefits must be explicit. Indeed, consent is necessary when dealing with human subjects to prevent harm or abuse.

Timeline

Evidence-based practice (EBP) projects are time-consuming. They require massive resources too. Due to their demanding nature, project leaders should have a definite timeline regarding when an activity should be completed. The entire project is expected to consume eight months. Activities involved include meeting with the management and other stakeholders to explain the project’s rationale and get managerial approval (1 month), budgeting and looking for resources necessary to implement the project (1 month), mindfulness-based training to impart necessary skills (2 months [2 days per week]), evaluation of outcomes (1 month), report writing and suggestions for further improvement (2 months), and adopting continuous training as an organizational policy document (1 month). The training will focus on skills such as mindfulness meditation, breathing, and mindfulness-based cognitive therapy. They help healthcare professionals to increase intentional attention, regulate thoughts, and cope with distressing thoughts and emotions (Shapero et al., 2018). Regulating attention enhances focus, accuracy, and productivity.

Budget and Resource List

EBP projects require different resources based on their type, scope, and targeted impacts. Since the project’s target is empowering acute care nurses to cope with stress and burnout through mindfulness-based interventions, intensive training will be required. As a result, the project leader will work alongside nurse leaders, the management, and expert trainers on mindfulness to implement the project. Besides human resources, supplies, equipment, and facilities such as a training venue, refreshments during the training, writing and reading materials will be required. Computer-related costs include a laptop, a projector, a projecting board, and an internet connection. Appendix 3 (budget and resource list) provides the monetary estimates of the resources required, including miscellaneous and emergency.

Data Collection Design and Project Evaluation

Data is the basis of correct decision-making in health practice. It helps healthcare professionals to evaluate success, compare performance, and make appropriate estimates. The most effective design for collecting data and evaluating the effectiveness of the EBP project proposal is a qualitative design. The project is primarily about enhancing acute nurses’ knowledge to deal with stressful situations and improve satisfaction. As a result, data collection will focus on their feelings, perceptions, and readiness to implement the taught skills in routine practice. Merriam and Grenier (2019) defined qualitative design as a method to gain insight, describe phenomena, and test relationships. It is objective and seeks to obtain information about issues and concepts. Unlike quantitative design, the qualitative approach does not deal with numbers. The EBP project proposal also focuses on knowledge and ability that cannot be quantified. As a result, the qualitative design will help gain insights and explore changes in perception, knowledge, and ability to cope with workplace anxiety, distress, and burnout through mindfulness-based interventions. The difference in knowledge and ability to implement mindfulness before and after training will reliably indicate whether the project was successful or not.

Methods and Instruments: Monitoring the Implementation

As explained in the timeline section, the EBP project proposal has several implementation sections. Each section must be monitored to ensure that all activities have been executed as expected. As a result, the most effective instrument is a rating scale to rate activity completion based on what was done and not done. For instance, during the training, the project leader will monitor whether all nurses attended the training as expected (two sessions per week for two months). Based on the attendance, the project leader will rate the training as completed, requiring improvement, or failure. Also, there will be a section of further remarks to guide improvement if needed (Appendix 4).

 

Delivering the Intervention

Mindfulness-based interventions are a coping strategy. They help nurses overcome pressures to prevent burnout (Ghawadra et al., 2019). Since the intervention involves making the nurses more knowledgeable, skillful, and satisfied to execute everyday work, intensive two-month training on mindfulness will be conducted. Each week, nurses will undergo two sessions to learn a mindfulness-related concept/skill, including breathing, body relaxation, meditation, and cognitive therapy. They will be further taught to identify stressors in the early stages to enable them to practice mindfulness as early as possible.

Stakeholders Needed to Implement the Plan

The success of an EBP project usually depends on stakeholder commitment and engagement. Stakeholder collaboration and buy-in are vital to completing the project within defined timelines. The facility’s management is among the key stakeholders to influence the project positively. As the executive authority, the management provides the necessary financial and material resources for implementing change-driven projects. They also prepare the organization and staff for the desired change. Nurse leaders will also be needed to organize the training and help the project leader. The other crucial stakeholder is a professional trainer on mindfulness and its application in stressful work environments.

Potential Barriers and Strategies to Overcome Barriers

EBP projects implementation is never straightforward. Challenges and barriers impeding project implementation can be experienced in any project phase. Potential barriers to the plan include the busy nature of acute care nurses. It will be challenging to have them attend the session as planned without disrupting patient care delivery. The other potential challenge is resource facilitation. It is common in EBP projects since organizations do not always set aside resources for EBP projects. Resistance is another potential barrier. Despite the benefits of an EBP project, not all healthcare professionals are ready for change (Mathieson et al., 2019). In this case, not all nurses will be comfortable with mindfulness-based training and implement the learned skills as required. Since such barriers hamper success, it is crucial to engage the management actively throughout the project. The management should be adequately informed about the project’s rationale to support it through resources and other means. Nurses should also undergo a pre-training session detailing the implications of stress and burnout on well-being and productivity and the benefits of mindfulness-based interventions.

Feasibility of the Implementation Plan

EBP projects should only be implemented if they are feasible. The implementation plan is feasible since it is not expensive from a financial dimension. The facility can provide most resources without incurring costs such as the training venue and human support. Besides, the timing of the project is excellent since many nurses are emotionally and mentally drained after handling the COVID-19 pandemic under stressful conditions (Sampaio et al., 2020). Therefore, the project focuses on a critical aspect of nurses’ health when they most need it. The timeline further provides the project’s leader with adequate time to meet the necessary stakeholders, search for resources, and organize the training.

Conclusion

Acute care nurses are a vulnerable population as far as mental, emotional, and physical exhaustion is concerned. Accordingly, evidence-based interventions to improve the well-being and productivity of acute care nurses are essential. As discussed in this paper, the EBP project proposes using mindfulness-based interventions to help acute care nurses overcome stress, anxiety, burnout, and other problems affecting their output. The project is expected to take eight months, with mindfulness training the process to deliver the intervention. Nurses will learn coping skills related to mindfulness, including breathing, relaxation, and meditation.

References

Daigle, S., Talbot, F., & French, D. J. (2018). Mindfulness-based stress reduction training yields improvements in well-being and rates of perceived nursing errors among hospital nurses. Journal of Advanced Nursing, 74(10), 2427–2430. https://doi.org/10.1111/jan.13729

Ghawadra, S. F., Abdullah, K. L., Choo, W. Y., &Phang, C. K. (2019). Mindfulness-based stress reduction for psychological distress among nurses: A systematic review. Journal of Clinical Nursing, 28(21–22), 3747–3758. https://doi.org/10.1111/jocn.14987

Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis. Primary health care research & development, 20: e6. https://dx.doi.org/10.1017%2FS1463423618000488

Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

Sampaio, F., Sequeira, C., & Teixeira, L. (2020). Nurses’ mental health during the Covid-19 outbreak: a cross-sectional study. Journal of Occupational and Environmental Medicine, 62(10), 783-787. doi: 10.1097/JOM.0000000000001987

Shapero, B. G., Greenberg, J., Pedrelli, P., de Jong, M., & Desbordes, G. (2018). Mindfulness-based interventions in psychiatry. Focus, 16(1), 32-39. https://dx.doi.org/10.1176%2Fappi.focus.20170039