NUR 590 Week 6 Assignment Evidence-Based Practice Proposal – Section F: Evaluation of Process
NUR 590 Week 6 Assignment Evidence-Based Practice Proposal – Section F: Evaluation of Process
In 500-750 words, develop an evaluation plan to be included in your final evidence-based practice project. Provide the following criteria in the evaluation, making sure it is comprehensive and concise:
Evidence-Based Practice: Evaluation Plan
The implementation of hand hygiene protocols and measures to reduce and prevent the occurrence of hospital acquired infections (HAIs) among healthcare workers (HCWs) in pediatric care setting is focused on enhancing patient safety, quality care, and better outcomes. The evaluation of its implementation is essential to ascertaining if the evidence-based practice project proposal will attain its expected goals and outcomes (Albarqouni et al., 2018). The purpose of this evaluation is to discuss the expected outcome of the EBP project proposal, review data collection tools related to the selected research design and select a suitable statistical test and methods to apply to data collection and measuring of the outcomes and their assessment based on selected tool.
Findings show that religious engagement among students declines during college, but their spirituality shows substantial growth. “Students become more caring, more tolerant, more connected with others, and more actively engaged in a spiritual quest.” (“Cultivating the Spirit – Spirituality in Higher Education”) The authors also found that spiritual growth enhances other outcomes, such as academic performance, psychological well-being, leadership development, and satisfaction with college. The study also identified a number of college activities that contribute to students’ spiritual growth. Some of these–study abroad, interdisciplinary studies, and service learning–appear to be effective because they expose students to new and diverse people, cultures, and ideas. Spiritual development is also enhanced if students engage in “inner work” through activities such as meditation or self-reflection, or if their professors actively encourage them to explore questions of meaning and purpose. (“Cultivating the Spirit – Spirituality in Higher (Alexander W, 2010)”). By raising public awareness of the key role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying strategies for enhancing that development, this work encourages institutions to give greater priority to these spiritual aspects of students’ educational and professional development.
Expected Outcomes for the EBP Project Proposal
The implementation of this EBP project is focused on enhancing outcomes that will guarantee patient safety, quality care and better interventions by healthcare workers to reduce and prevent the occurrence of hospital acquired infections among the pediatric patients. The expected outcomes for the project include knowledge dissemination to healthcare workers in the selected settings to reduce HAIs, enhancement of patient safety protocols and development of organizational frameworks and policies to incorporate hand hygiene measures and protocols for healthcare workers. The EBP project proposal is expected to reduce the rate or prevalence of hospital acquired infections and expand the adoption of hand hygiene measures that include handwashing with soap and water alongside hand sanitizers or alcohol-based hand rubs in the care targeted care facilities.
Data Collection Tools Based on Selected Research Design
The proposed EBP project will employ a qualitative research design. The approach is used to understand thoughts, concepts and experiences of research subjects in connection to the proposed project and its significance to the target population. Qualitative research design employs different data collection tools that include focus groups, interviews, observations and review of literature (Hunter, 2017). The qualitative approach will ensure that the research incorporates opinions from healthcare workers on the need to improve hand hygiene measures to prevent and reduce the prevalence of hospital acquired infections (HAIs).
Data collection is an essential step in evidence-based practice project proposal as it allows researchers to document findings based on opinions, views and observations of the target population and research participants. A selected data collection tool should be effective for the research design based on its validity, reliability and applicability.
In this case, the selected research data collection tool for the EBP project is institutional interviews where the participants will fill questionnaires detailing their experiences and thoughts on the topic. These include their views and opinions on hand hygiene measures to enhance quality and safe care in pediatric settings by healthcare workers (Kampstra et al., 2018). Interviews are an essential tool for collection of qualitative data because of their flexibility, validity and reliability. Data collected through interviews capture the original sentiments, opinions, and views of healthcare workers in pediatric settings. Interviews enhance confidentiality, accuracy and precision of the information as it comes from the participants who experience the various situations and apply different interventions in care delivery.
Statistical Test for the EBP Project Proposal
Statistical tests provide a framework for making effective decisions about a particular study sample. Statistical tests mainly evaluate the hypothesis concerning the significance of an observed sample. The tests also evaluate the interactions between predictor variables and outcome variables and estimate the differences between two or more groups (Rebekah & Ravindran, 2018). The proposed EBP project will use a parametric test called regression.
Regression tests have stringent requirements and make robust inferences based on collected data. Regression test will be used to show the cause-and-effect approach to the phenomenon under review. The EBP project will use a qualitative research design with interview being the main data collection tool. Therefore, the interviews will offer views on the outcomes of handwashing protocols for healthcare workers that include the use of hand sanitizers besides soap and water. The tool is best suited for the project since it offers information on the cause and effect approach to the project. For instance, the use of hand sanitizer among HCWs to reduce HAIs is essential in deterring the transmission of infections to pediatric patients.
Methods of Data Collection Tool, Measurement and Evaluation of Outcomes
The main method to the data collection tool will be use of persona interviews where the researcher will conduct interviews before, during and after the implementation of the interventions among the target population or participants (Melnyk & Fineout-Overholt, 2019). The interviews will be based on questionnaire given to the participants to fill concerning the need to reduce and prevent hospital acquired infections among pediatric patients.
The outcome measurement and evaluation will be based on the collected data by analyzing the responses and feedback from the sampled population. For instance, the project will use satisfaction surveys to evaluate the effectiveness of measures deployed to reduce the prevalence of HAIs. Positive outcome measures will include a reduction in the number of reported HAIs among the inpatient pediatric patients, enhanced hand hygiene measures and development of protocols to be followed to attain the required standard practices.
Strategies if Outcomes Are Positive or Expected Results
The conclusion that nothing new occurred does not add to the current knowledge and only affirms the current status quo. Imperatively, if the outcomes fail to provide the expected or positive results, it is imperative to analyze what led to the failure (Rebekah & Ravindran, 2018). If it is about the approach used or methodological aspects, it is fundamental to begin again using different approaches. However, if the methodology is effective, it would be important to review the entire process and ensure that the EBP project gives positive outcomes.
Sustainability of the EBP Project
The project team must have plans to maintain, extend, review or discontinue the proposed solution after the overall implementation. In this case, the plans to maintain the project include incorporating the recommended practice standards as part of the organization’s culture (Schirm et al., 2018). The second aspect is to extend the best practices in all units within the facility by dissemination of the acquired knowledge and skills among the healthcare workers. The third aspect is to continually review and revise components of the project to align with the organization’s goals, best practices and quality improvement initiatives and policies.
Conclusion
Evaluating the implementation of EBP project proposal is fundamental to ascertaining the overall outcomes and effectiveness of the initiatives. Evaluation helps to review the expected outcomes and their attainment, review different components of the program to make align them with research goals and ensure that research design and data collection tools aid the project’s implementation. In this case, the EBP project will be evaluated and sustained using the approach highlighted by the paper.
References
Albarqouni, L., Hoffmann, T., & Glasziou, P. (2018). Evidence-based practice educational
intervention studies: a systematic review of what is taught and how it is measured. BMC medical education, 18(1), 1-8. https://doi.org/10.1186/s12909-018-1284-1
Hunter, S. (2017). Not All Evidence is Created Equal: Changes in practice require the highest
possible level of statistical testing. EMS World, 46(10), 46-50.
Schirm, V., Banz, G., Swartz, C., & Richmond, M. (2018). Evaluation of bedside shift report: A
research and evidence-based practice initiative. Applied Nursing Research, 40, 20-25. doi: 10.1016/j.apnr.2017.12.004
Kampstra, N. A., Zipfel, N., van der Nat, P. B., Westert, G. P., van der Wees, P. J., &
Groenewoud, A. S. (2018). Health outcomes measurement and organizational readiness support quality improvement: a systematic review. BMC health services research, 18(1), 1-14. https://doi.org/10.1186/s12913-018-3828-9
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and
healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13:
9781496384539
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
Describe the rationale for the methods used in collecting the outcome data.
Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved.
Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability.
Describe strategies to take if outcomes do not provide positive results.
Describe implications for practice and future research.
You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Also Read: NUR 590 Week 5 Assignment Evidence-Based Practice Proposal – Section E: Implementation Plan
Note: After submitting the assignment, you will receive feedback from the instructor. Use this feedback to make revisions for your final paper submission. This will be a continuous process throughout the course for each section.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 590 Week 6 Assignment Evidence-Based Practice Proposal – Section F: Evaluation of Process
Evaluating the implementation of an evidence-based practice (EBP) project proposal is essential to ascertain that it meets the set goals and objectives. Diabetes mellitus is a public health concern and a chronic condition affecting millions of individuals across the United States and around the world. Evaluation of self-care management interventions as implemented by patients in their home settings is critical to attaining better or quality outcomes (Alhaiti et al., 2020). The essence of this evaluation plan on implementation of self-care management for diabetes mellitus patients is to explore the anticipated outcomes, review data collection tools related to chosen research design and select a suitable statistical test and methods to apply in collection of data and assessing the outcomes of the tools.
Expected Outcomes from the EBP Project Proposal
The implementation of this EBP project aims at improving self-care management and effective adherence to treatment interventions for patients with diabetes mellitus in their home settings. Evidence shows that self-management leads to better patient outcomes by enhancing adherence to glycemic control, effective use of blood sugar levels monitoring devices and increased participation of patients in decision-making and taking actions to address the disease. The expected outcomes include enhanced information on self-management, better understanding of control of different aspects like sugar levels and effective use of digital monitoring devices, including deployment of telehealth to enhance overall adherence (Hunter, 2018). Through this approach, the project will reduce possible adverse cases, increased emergency room visits and involvement of caregivers at home for the patient to attain quality care.
Data Collection Tools based on the Chosen Research Design
The proposed EBP project will use a qualitative research design in collecting data and perspectives from patients. Through a qualitative design, the researcher can appreciate thoughts, ideas and experiences of the participants in relation to the proposed project and its importance to their self-management approaches of diabetes mellitus. Qualitative design uses a host of data collection approaches that include focus groups, interviews and observation as well as literature review.
The selected research data tool for the project is interviews where participating patients will fill questionnaires showing their experiences and ideas about the efficacy of the intervention. They will give their opinions, views and experiences on changes coming as a result of implementing the intervention. The other tool that will be deployed is observation where patients will record the number of times that they engaged in self-management practices like monitoring of blood sugar levels and taking necessary actions to prevent any exacerbation (Melnyk & Fineout-Overholt, 2019). These tools will complement each as they will allow the participants to translate what they observe into experiences and generate the most-effective way to manage blood sugar levels.
Statistical Tool for the Proposed EBP Project
Statistical tests provide an approach for stakeholders in a project to make better and effective decision concerning a study. The main purpose of statistical tests is to assess a hypothesis about the significance of a given study sample and interactions between predictor variables and outcome variables. The proposed EBP project will deploy regression as a parametric statistical test. Regression tests contain stringent requirements which ensure that they are strong inferences when analyzing the collected data. Regression test will demonstrate the cause-and-effect perspective about the phenomenon under investigations (Melnyk & Fineout-Overholt, 2019). This tool will show the cause of increased emergency room visits and the effect of using self-care management to enhance adherence to blood sugar levels monitoring.
Methods of Data Collection Tool, Measurement and Outcome Evaluation
The primary methods of data collection in this project will be interviews and observations that participants will record before, during and after the implementation of this intervention. The interviews will detail their experiences, practices, and self-initiatives to improve adherence to blood sugar monitoring to prevent adverse events and even hospitalizations. The outcome measurement will be founded on the collected data through analysis of the responses and observations recorded by the participants with the help of their caregivers in their homes (Mikhael et al., 2019). The project will deploy satisfaction surveys to assess the effectiveness of the measures deployed to enhance adherence and self-management. Positive outcomes will comprise of reduced exacerbations of diabetic, effective monitoring of blood sugar levels, and better ways to enhance the quality of life for patients and their families.
Strategies based on Positive Outcomes or Expected Results
The notion that nothing new happened after the implementation of the project means that status quo remained and patients endure increased exacerbation of their conditions leading to a rise in demand for emergency room visits and poor self-management practices. If the outcome does not offer the anticipated or positive outcomes, it will be essential to analyze the cause of the failure and institute effective remedies (Melnyk & Fineout-Overholt, 2019). For instance, it would be important to review the use of data collection methods, the patient satisfaction survey tool, and institute new approaches to getting quality care outcomes. The expected positive outcomes will demonstrate the self-care management is an EBP intervention that helps patients to manage diabetes
Sustainability of the Project
The project manager and the team should develop plans to maintain, expand, review or stop the proposed solution after overall execution. As such, the incorporation of recommended practices on self-management and increased evaluation of the effects of these interventions will allow the implementers to control and sustain the project (Vandermause et al., 2018). Secondly, knowledge dissemination will entail extending best practices to all patients in the diabetes program in the facility while providers leverage telehealth and other technologies to expand project scope. Thirdly, the team should review and revise certain areas of the project to ensure that they are based on patients and their unique situations as they propagate self-management of diabetes mellitus.
Conclusion
Evaluation of the EBP project’s implementation is essential in ascertaining its overall effectiveness and efficacy based on the expected outcomes. evaluation assists to revise and review the expected outcomes and how they will be achieved. Evaluation leads to a comprehensive analysis of the different components of the project for effective care delivery. Therefore, the project team will evaluate and sustain this project to attain expected outcomes.
References
Alhaiti, A. H., Senitan, M., Dator, W. L. T., Sankarapandian, C., Baghdadi, N. A., Jones, L. K.,
… & Lenon, G. B. (2020). Adherence of type 2 diabetic patients to self-care activity: tertiary care setting in Saudi Arabia. Journal of Diabetes Research, 2020(7). https://doi.org/10.1155/2020/4817637
Hunter, S. (2018). Not All Evidence is Created Equal: Changes in practice require the highest
possible level of statistical testing. EMS World, 46(10), 46-50.
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and
healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
Mikhael, E. M., Hassali, M. A., Hussain, S. A., & Shawky, N. (2019). Self-management
knowledge and practice of type 2 diabetes mellitus patients in Baghdad, Iraq: a qualitative study. Diabetes, metabolic syndrome and obesity: targets and therapy, 12, 1. DOI: https://doi.org/10.2147/DMSO.S183776
Vandermause, R., Barg, F. K., Esmail, L., Edmundson, L., Girard, S., & Perfetti, A. R. (2018).
Qualitative methods in patient-centered outcomes research. Qualitative health research, 27(3), 434-442. doi: 10.1177/1049732316668298
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.