NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

Grand Canyon University NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation 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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation 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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

The introduction for the Grand Canyon University NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation 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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

After the introduction, move into the main part of the NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation 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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

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 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

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.

Share Common Themes on HAIs and use of Hand Hygiene Measures
Application of evidence-based Practice Interventions
HAIs as public health Concern
Stakeholders’ Role is essential in Mitigating HAIs
Need for More Studies to assess the effectiveness of hand hygiene Measures on Infection Control

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

Week 8 Assignment

Evidence-Based Practice Presentation

Develop a 10-15-slide presentation with comprehensive speaker’s notes that covers all of the major areas of your evidence-based practice proposal.

You will need to post a rough draft of your evidence-based practice presentation to the Main Forum in Topic 8 DQ 1 for peer feedback.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references compiled from the final project should be presented using APA documentation guidelines, which can be 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 not required to submit this assignment to LopesWrite.

Resources

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Advanced Nursing Research: From Theory to Practice

Read Chapters 22 and 23 in Advanced Nursing Research: From Theory to Practice.

View Resource

Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference

Read “Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference,” by Douglas, Jackson, Woods,

Loom

Loom is a free video recording tool that allows you send messages through shareable videos. For assistance on installing the softwa

Advanced Practice Nursing: Essential Knowledge for the Profession

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

View Resource

Writing an Abstract for a Poster or Oral Presentation

Read “Writing an Abstract for a Poster or Oral Presentation,” by Bodin and McDaniel, from Alabama Nurse (2019).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136923973&site=ehost-live&scope=site

Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities

Read “Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities,” by

Cunningham-

Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR590 Week 8 Assignment Evidence-Based Practice Presentation

Read “Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge,” by Sawaya, from International Journal of Chi

Using Storylines for Bilingual Dissemination of a Grounded Theory

Read “Using Storylines for Bilingual Dissemination of a Grounded Theory,” by Ligita, Francis, Wicking, Harvey, and Nurjannah, fro

Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects

Read “Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects,” by Siedleck

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Sample Answer 2 for NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

The dissemination of evidence-based practice (EBP) information is an important part of effective care delivery for providers as it allows stakeholders to implement different changes to meet patient expectations. Dissemination involves the spread and sharing of clinical, research, and theoretical findings with goals of transitioning new knowledge to points of care (DeNisco, 2019). Dissemination requires organizations to have effective culture and be ready for change as well as selection of the best EBP model to implement new change. The use of Fall TIPS to reduce falls in medical-surgical units reduces the adverse effects of fall, improves patient safety and overall satisfaction. The purpose of this presentation is to disseminate the outcomes of the proposed EBP project for effective implementation in the medical-surgical unit to reduce the prevalence of patient falls.

The evidence-based practice process involve the integration of research findings, clinician’s care experience and patient preferences. EBP projects focus on optimizing providers and team conduct to support changes for patients to get quality care and reduce adverse effects of falls like injuries and associated complications and costs. Patient satisfaction and engagement are important while implementing EBP in health care settings. In this case, the need to reduce falls through tailoring interventions for patient safety (TIPS) is essential to offering quality care and considering the concerns that patients may have and critical to improving their response to safety measures by providers

Among hospitalized adult patients in medical-surgical units (P) does the use of TIPS toolkit as a bundled care approach (I) compared to normal falls prevention approach (C) reduce the prevalence of falls by 20%(O) within 6 months (T)?

Organizational culture which entails values, mission, vision and operational efficiencies is important on implementing or introducing changes to nursing units or workplace. The implementation of EBP project proposal to reduce falls through Fall TIPS approach requires organizations to have a change-oriented culture and values. Evaluation is essential as it allows project team to determine the level of readiness and acceptance of change. In this case, the organizational structure in the medical-surgical unit is positive. The findings from the Organizational Capacity Assessment Tool (OCAT) created by the United Nations Development Program (UNDP) shows that the unit has decentralized structure that allows engagement and participation of nurses to implement changes to improve the quality of patient care (Ratnapalan, 2019.

The OCAT tool assesses overall readiness and highlights organizational capacities and strengths. Based on the model, the overall organizational culture and readiness for change is positive since the unit as part of the entire facility has capacities and strengths. These include having effective teamwork to improve communication, integration of providers’ perspectives when implementing new approaches to care, and better communication and effective collaboration among the internal stakeholders. Data analysis tools are also essential to improving overall efficacy of the proposed solution (DeNisco, 2019). The organizational culture also focuses on health promotion and saving lives through involvement of all stakeholders at different levels of care delivery.

Falls are a major concern and public health issue because they affect quality of care and patient safety. The Centers for Disease Control and Prevention (CDC) (2021) observes that one in every four older people experiences falls. Close to 800,000 individuals are hospitalized each year due to falls, especially in critical care settings. more than 95% of hip fracture occur due to falls and falls are the most prevalent cause of traumatic brain injuries (Heng et al., 2020). The Centers for Medicare and Medicaid Services (CMS) categorize falls as never events since a majority of them are preventable. Falls also increase hospital stays and increase cost of care. Therefore, reducing falls is a critical part of improving patient safety ad overall care delivery (PSNet, 2019). Existing literature supports the use of Fall TIPS as an EBP intervention to reduce and prevent falls.

The proposed interventions should be appropriate through a review of existing literature consisting of previous research studies to support implementation and expected benefits to the targeted population. In this case, through a comprehensive search of the literature, one can ascertain if the interventions meets the stakeholders’ goals and aspirations (Zhao et al., 2018). The literature review for the project involved the definition and use of terms associated with Fall TIPS and its benefits for patients, especially in medical-surgical settings. The review also employed appropriate search engines and databases associated with the nursing issue to ensure that the generated articles focus on the problem under investigation (Khan et al., 2018). The main inclusion criteria included article published within the last five years, articles that capture aspects of the PICOT question and focus on effective interventions to reduce falls and efficacy of Fall TIPS implementation.

The proposed project reviewed several research studies based on the inclusion and exclusion criteria to ascertain support for the intervention to enhance patient safety and quality of care through fall prevention using the Fall TIPS model. Literature synthesis and critical analysis show increased support for the intervention of using Fall TIPS model to reduce falls. Studies by LeLaurin et al. (2019); Xia et al. (2022); Kelly (2022), and Dykes et al. (2020) agree that fall prevention bundles through the TIPS model reduce incidences of falls and improve overall patent safety. The studies show that Fall TIPS is effective and should be implemented on diverse settings that include medical-surgical units because of their benefits like being customized to meet patient needs and situations. The studies also emphasize the need for effective guideline for providers to enhance their adoption of fall TIPS in their practice settings.

The selected model is the Iowa EBP framework. The Iowa model focuses on the entire healthcare system and stakeholders who comprise of patients, practitioners, and infrastructure. The framework uses a problem-solving and implores staff to question the current nursing practices and if they can improve care through using current evidence. The model is effective for the project as it focuses on promoting quality care using EBP interventions (DeNisco, 2019). The initial stage of the model is identification and selection of a health problem while the second stage involved determining if the issue is healthcare organization’s priority areas for patient care (Melnyk & Fineout-Overholt, 2019). The third stage requires reflection about the issue of interest and engaging stakeholders while the fourth stage is to identify availability and merit of the chosen evidence (Cullen et al., 2020). The fifth stage entails implementation of a pilot change based on the available evidence and its credibility. The sixth stage is to appraise the pilot practice change based on the degree of success and subsequent dissemination of findings to the providers and organizations.

The project will be set in the medical-surgical unit/ward with the patients as the main participants. They will have informed consent and voluntary accept to participate in the study. The implementation timeline would be six months. The timeline will have different aspects as defined by the project scope and activities. Nurse training and requirement definition as well a project schedule will be part of these activities. Resources needed will include both financial and human for the implementation of the project. The project will employ a qualitative approach in collecting data. The qualitative approach is appropriate as it allows the use of different techniques like interviews, observation, review of literature and even focus groups (Tang, 2019). The implementation team will use an audit tool and a patient survey. The survey tool will collect feedback and opinions from participants on the effectiveness of the fall TIPS framework. Using these tools will help determine the overall effects of the Fall TIPS

The delivery of the intervention will entail having an inter-professional team consisting of different healthcare providers in the medical-surgical unit. The interventions will entail staff training on all components of the TIPS bundles, development of safe toileting, effective communication and patient education. The project will have different stakeholders who would include nurses and nurse leaders, nurse managers, project team and manager, trainers and patients as well as their families (Amit-Aharon et al., 2019). Others will be organizational management and health information technology vendors. The implementation plan will encounter barriers and challenges like resistance to change, limited resources to implement the plan, and insufficient knowledge and skills by nurses on Fall TIPS (Pop et al. (2020). There will also be facilitators like sufficient resource allocation. The project’s overall feasibility is high due to its cost-effectiveness and associated benefits to patients and the healthcare system.

The main outcome is to reduce patient falls in the medical-surgical unit by 30% in six months of its implementation. The Fall TIPS will enable nurses and other providers to customize fall prevention intervention based patient’s conditions and preferences and not a one-fits-all approach. The EBP project will employ qualitative design implying that it will use questionnaires and focus groups to collect data. It will also observation to determine the level of implementation (Grove et al., 2019). The statistical test in this case would be the t-test because of its suitability to the project.

Using data collected through semi-structured questionnaires, the researchers will measure patient outcomes and experiences (Lengnick-Hall et al., 2020). They will then tabulate the data to determine if there are changes after the implementation of the Fall TIPS. The research will the deploy computation tools to determine rates of improvement based on the reduction of falls within the unit. Strategies to improve outcome will include re-examination of the implemented intervention through analyzing the process and all associated components at each level. The team will also formulate timelines and explore corrective measures to improve outcomes . The sustenance of the EBP will entail training, continuous monitoring of quality care, and creating teams that will review areas of concern and ensure that Fall TIPS integrate patients and concerns.

References

Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based

practice perception, information literacy self-efficacy, and academic motivation

on nursing students’ future implementation of evidence-based practice. Journal of

professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.

Centers for Disease Control and Prevention (CDC) (2021). Facts About Falls.

https://www.cdc.gov/falls/facts.html

Grove, S. K., & Cipher, D. J. (2019). Statistics for Nursing Research-e-book: A workbook for evidence-based

practice. Elsevier Health Sciences.

Lengnick-Hall, R., Willging, C. E., Hurlburt, M. S., & Aarons, G. A. (2020). Incorporators, early investors, and

learners: A longitudinal study of organizational adaptation during EBP implementation and

sustainment. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-01031-w

Melnyk, B. M. & Fineout-Overholt, E. (2019). Evidence-based Practice in Nursing &

Healthcare: A Guide to Best Practice. Wolters Kluwer.

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

Nursing Education,19(1), 62-70. https://www.ijcne.org/text.asp?2018/19/1/62/28649

Dykes, P. C., Burns, Z., Adelman, J., Benneyan, J., Bogaisky, M., Carter, E., … & Bates,

W. (2020). Evaluation of a patient-centered fall-prevention tool kit to reduce

falls and injuries: a nonrandomized controlled trial. JAMA network open, 3(11),

e2025889-e2025889. doi:10.1001/jamanetworkopen.2020.25889

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

Kelley, R. J. (2022). Preventing Falls in the Surgical Setting by

Implementing a Fall Prevention Bundle.

http://hdl.handle.net/10713/18736

Xia, L., Zheng, Y., Lin, Z., Chen, P., Mei, K., Zhao, J., … & Gu, Z.

(2022). Gap between risk factors and prevention strategies? A

nationwide survey of fall prevention among medical and

surgical patients. Journal of Advanced Nursing, 78(8), 2472-

https://doi.org/10.1111/jan.15177

LeLaurin, J. H., & Shorr, R. I. (2019). Preventing falls in hospitalized

patients: state of the science. Clinics in geriatric medicine, 35(2),

273-283. doi: 10.1016/j.cger.2019.01.007

Patient Safety Net (2019). Falls. https://psnet.ahrq.gov/primer/falls

Sample Answer for NUR 590 Evidence Based Practice Project Week 8 Assignment Evidence-Based Practice Presentation

Introduction

Childhood obesity is a genuine public health concern bearing in mind that it affects children’s health in multiple health dimensions. Among school-age children, the physical, mental, and cardiovascular health dimensions are adversely affected, and the outcomes are profoundly regrettable. Childhood obesity trends are worrying too. Skinner et al. (2018) reported that one in every five children in the United States has obesity. Common risk factors associated with the high prevalence include inadequate physical activity and poor eating habits (Tester et al., 2018). To improve health outcomes, evidence-based interventions are necessary.

PICOT: In school-age children with obesity (P), can educating parents and children on reducing screen time and increasing physical activity (I) compared to no education (C) reduce obesity rates (O) in six months (T)?

Organizational Culture and Readiness

The organization is largely an adhocracy. From a management viewpoint, adhocracy as a culture that emphasizes individual initiatives instead of defined rules and a set hierarchy to accomplish tasks. Under this model, the management supports individual initiatives aiming to enhance health outcomes. Considering how the mission and values are centered on progressive improvement and management’s support towards progressive initiatives, it is justified to deduce that the organization’s culture fully supports change. Some of the factors promoting change in the organization include structure, values, and team engagement. Organization’s leaders reward creative initiatives and prepare the organization to adopt the necessary change accordingly.

The Organizational Readiness to Change Assessment (ORCA) survey was used to assess the organization’s readiness for change. The overall survey (93%) indicates that the organization is ready for the change in terms of culture and ability. Several factors show that the organizational culture will support and sustain an evidence-based practice change. The EBP project is largely a quality improvement program, which aligns with the main organization’s values hence maximum support. Potential barriers include inadequate resources forcing the program to take longer than anticipated to be fully implemented since the number targeted for the training program is not limited to a specific figure. Stakeholder support can be guaranteed since the management, nurse leaders, suppliers, and donors have been fully committed to change-driven projects. The timing is also excellent since there is no other EBP project being funded.

Problem Statement

School-age children are among the highly vulnerable populations to obesity. If they do not get close attention, there is a high chance that the proportion affected will continue increasing. Schwarzfischer et al. (2020) found that a considerable proportion of the children spends a lot of time in screen-related activities such as gaming, watching television, and social interaction. Engaging in such activities increases the risk of obesity since energy is not utilized as required, and the activities are associated with low physical activity. If differently stated, screen time promotes sedentary living. As the obesity rates increase, children’s health deteriorates in equal proportion. Education performance reduces, and social interaction is adversely affected. The illness burden increases in families and health care organizations. Health care costs and nurses’ workload increase as obesity rates surge; therefore, evidence-based interventions such as educating children and parents to reduce screen time and increase physical activity are essential.

Literature Review

Literature on childhood obesity is extensive and focuses on different elements. Since increased awareness promotes positive behavior change, Lin et al. (2021) examined the impacts of parental education programs on screen use among other variables such as sleep quality and psychosocial adaptation among preschoolers. In this observational study involving parent-child dyads, the experimental group received parental education as the control group engaged in daily activities. Parental education emerged as an effective method of screen time reduction. Joseph et al. (2019) evaluated knowledge regarding screen time and physical activity among parents and early childhood education (ECE) provider groups and found that the groups had low awareness of childhood obesity control. As a result, awareness training on screen time and physical activity guidelines was recommended to promote behavior change.

Goncalves et al. (2019) conducted a study on screen time and parental self-efficacy for limiting screen time. One of the key observations was that parental screen time and self-efficacy to limit screen time influence children’s screen time and weight status. Here, the implication is that parental knowledge plays a pivotal role in modeling the desired behavior in children. Hence, increasing their knowledge on obesity control would enable parents to regulate their own and children’s screen time and weight problems. Tester et al. (2018) classified and evaluated screen time among other elements in children with severe obesity (SO). They found that children with SO were more than twice likely to engage in double the recommended screen time limit. Therefore, increasing children’s knowledge on the link between screen time and obesity was recommended.

Schwarzfischer et al. (2020) studied the relationship between the average time children spent outside and screen time and anthropometric measures. Through linear, logistic, and quantile regressions, Schwarzfischer et al. (2020) found that increased screen time increased zBMI and interventions for reducing screen time in children were necessary. In a related study, Wernberg et al. (2021) studied the link between screen time and parents’ education levels with adherence to a healthy diet (Mediterranean dietary pattern). The primary finding was that low education levels were associated with high screen time and low adherence to a healthy diet. As a result, knowledge improvement to reduce childhood obesity was necessary.

Eyimaya and Irmak (2020) studied the relationship between parenting practices and children’s screen time after the COVID-19 outbreak. They found that the time that parents spend at home increased during the lockdown, which influenced children’s screen time. The study confirmed that parents’ behaviors related to screen time influence children’s behaviors and ground rules could be established by regulating parent’s behavior. Hewitt et al. (2018) compared adherence to recommendations for screen time, physical activity, and sedentary behaviors in child care centers. The study’s primary finding was that child care centers compliant with such recommendations had high levels of health standards. As a result, education on children’s physical activity and screen time to families was necessary to help reduce obesity rates.

Change Model

The Iowa model follows an eight-step process with each leading to the other. The model helps change agents to promote change through a team-based, multiphase process. The first step is to identify the trigger that prompts the need for change. Prioritizing the problem follows since change consumes a lot of time and resources and should be justified (Duff et al., 2020). The third step is forming a team to develop, evaluate, and implement the EBP change, which should be diverse for better outcomes (EL et al., 2019). The fourth step of the Iowa model involves gathering and analyzing research related to the practice issue where change is needed. Mostly, the PICOT approach is applied to enable change leaders to conduct the relevant literature search guided by a research question.

Literature search precedes other four interrelated steps. It starts with critiquing and synthesizing literature to determine if the change is scientifically relevant. In the sixth step, the change leader examines whether there is adequate research to form the basis for practice change implementation. Sufficient research prompts change implementation into a pilot program. Lastly, the results are evaluated, and the relevant change adopted if it is feasible. After introducing the change, there should be a continuous observation, evaluation, and analysis of the progress to guide revisions and updates where necessary. As the Iowa model proposes, the EBP project would be best implemented through a team-based, multiphase process. Using the Iowa model’s stages will make its implementation procedural, where one phase leads to the other.

Implementation Plan

In this education program, selected groups will be invited to participate in two-week training on healthy living. Focus areas will include the connection between sedentary living and lifestyle diseases, positive behavior change, and preventive health. As an education program, a significant portion of the budget is towards education facilitation and necessary materials. Regarding resources, expert trainers on healthy living are required. Related resources include the training venue, refreshments, education materials, and preparation. As people that the proposed change affects directly, stakeholders should be involved appropriately. The management is among the key stakeholders needed to implement the plan. The other important stakeholder is trainers. As an education program, the EBP project cannot succeed without trainers. Other stakeholders include the media, selected community leaders, and colleagues. The project is expected to be complete in six months.

Evaluation Plan

Through parental guidance, children will reduce screen time and increase physical activity. Over time, there should be a significant reduction in childhood obesity and a proportional decline in the number of obese children visiting the health care facility. A quantitative comparison of the pre-and post-implementation data will be carried out to show the quantitative change in traits. Outcomes will be measured and evaluated in terms of reduction in screen time and increase in physical activity before and after the education program. The education program may fail to realize a positive difference in terms of the physical activity increase and screen time reduction. Although not anticipated, such outcomes may prompt a project extension or screen time reduction and increased physical activity may be supplemented with other interventions to reduce childhood obesity. A suitable intervention is a nutritional management program- education on healthy eating behaviors.

Conclusion

In conclusion, evidence-based practice projects enable health care organizations to improve practice outcomes. Similarly, this education program on reducing screen time and increasing physical activity is projected to be the foundation of behavior change and practice outcomes’ improvement. Overall, educating parents and children will improve knowledge on obesity-lifestyle connection. The target group will better understand how screen time and physical inactivity promote sedentary living leading to childhood obesity. Minimizing screen time and increasing physical activity is expected to trigger a proportional reduction in obesity rates among children and save families and the organization the costs involved in treating obesity. It will be an intervention towards creating a healthier population.

References

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

¨El, A. T. A. E. W., Sharkawy, A. R. S., & Abd El Hady, R. M. (2019). application of Iowa model evidence-based practice on maternity nurses regarding postpartum hemorrhage. Journal of Critical Reviews, 7(5), 2020.

¨Eyimaya, A. O., & Irmak, A. Y. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 Pandemic in Turkey. Journal of Pediatric Nursing, 56, 24-29. https://doi.org/10.1016/j.pedn.2020.10.002

¨Goncalves, W.S.F., Byrne, R., Viana, M.T. et al.(2019). Parental influences on screen time and weight status among preschool children from Brazil: A cross-sectional study. Int J Behav Nutr Phys Act 16, 27 (2019). https://doi.org/10.1186/s12966-019-0788-3

¨Hewitt, L., Benjamin-Neelon, S. E., Carson, V., Stanley, R. M., Janssen, I., & Okely, A. D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: An observational study. Infant Behavior and Development, 50, 88-97. https://doi.org/10.1016/j.infbeh.2017.11.008

¨Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young Children’s Screen Time and Physical Activity: Perspectives of Parents and Early Care and Education Center Providers. Global Pediatric Health, 6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856

¨Lin, Y. M., Kuo, S. Y., Chang, Y. K., Lin, P. C., Lin, Y. K., Lee, P. H., … & Chen, S. R. (2021). Effects of parental education on screen time, sleep disturbances, and psychosocial adaptation among Asian preschoolers: A randomized controlled study. Journal of Pediatric Nursing, 56, e27-e34. https://doi.org/10.1016/j.pedn.2020.07.003

¨Lindberg, L., Danielsson, P., Persson, M., Marcus, C., & Hagman, E. (2020). Association of childhood obesity with risk of early all-cause and cause-specific mortality: A Swedish prospective cohort study. PLoS Medicine, 17(3), e1003078. https://doi.org/10.1371/journal.pmed.1003078

¨Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One, 15(3), e0229708. https://dx.doi.org/10.1371%2Fjournal.pone.0229708

¨Skinner, A. C., Ravanbakht, S. N., Skelton, J. A., Perrin, E. M., & Armstrong, S. C. (2018). Prevalence of obesity and severe obesity in US children, 1999–2016. Pediatrics, 141(3). https://doi.org/10.1542/peds.2017-3459

¨Tester, J. M., Phan, T. L. T., Tucker, J. M., Leung, C. W., Gillette, M. L. D., Sweeney, B. R., … & Eneli, I. U. (2018). Characteristics of children 2 to 5 years of age with severe obesity. Pediatrics, 141(3). https://doi.org/10.1542/peds.2017-3228

¨Wärnberg, J., Pérez-Farinós, N., Benavente-Marín, J. C., Gómez, S. F., Labayen, I., G Zapico, A., … & Barón-López, F. J. (2021). Screen time and parents’ education level are associated with poor adherence to the Mediterranean Diet in Spanish children and adolescents: The PASOS Study. Journal of Clinical Medicine, 10(4), 795. https://doi.org/10.3390/jcm10040795

Evidence-Based Practice Project Proposal Presentation – Rubric

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Introduction

6 points

Criteria Description

Introduction

5: Excellent

6 points

The introduction is succinct, captures the attention of the audience, clearly identifies PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

4: Good

5.52 points

The introduction is adequate. The PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation are discussed.

3: Satisfactory

5.28 points

The introduction omits key aspects of the PICOT and fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation.

2: Less Than Satisfactory

4.8 points

The introduction generally presents the PICOT statement and most of the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

1: Unsatisfactory

0 points

An introduction is not included.

Organizational and Cultural Readiness

12 points

Criteria Description

Organizational and Cultural Readiness

5: Excellent

12 points

The organizational culture and readiness are thoroughly discussed and provide insight into the organization challenges.

4: Good

11.04 points

The discussion on the organizational culture and readiness is incomplete.

3: Satisfactory

10.56 points

The organizational culture and readiness are adequately discussed and provide the necessary insight into the organization challenges.

2: Less Than Satisfactory

9.6 points

The discussion on the organizational culture and readiness is not included.

1: Unsatisfactory

0 points

The organizational culture and readiness are generally discussed and provide insight into some of the challenges faced by the organization.

Problem Statement and Literature Review

18 points

Criteria Description

Problem Statement and Literature Review

5: Excellent

18 points

The problem describes the issue using evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide adequate rationale and support throughout.

4: Good

16.56 points

The problem statement summarizes the issue and uses evidence-based support from some of the literature review to rationalize and justify the problem. The research from the literature review provides general support overall.

3: Satisfactory

15.84 points

The problem statement is consistent throughout the presentation and concisely describes the issue using strong evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide excellent rationale and support throughout.

2: Less Than Satisfactory

14.4 points

The problem statement outlines the issue. Support from the research from the literature review is inconsistent.

1: Unsatisfactory

0 points

The problem statement is not clearly stated. Research from the literature review is not included.

Change Model or Framework

12 points

Criteria Description

Change Model or Framework

5: Excellent

12 points

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

4: Good

11.04 points

The selected model or framework and its application to the proposed implementation are adequately described.

3: Satisfactory

10.56 points

The selected model or framework and its application to the proposed implementation are generally described.

2: Less Than Satisfactory

9.6 points

The selected model or framework is and its application to the proposed implementation are only partially described.

1: Unsatisfactory

0 points

The selected model or framework and its application to the proposed implementation are not described.

Implementation Plan

12 points

Criteria Description

Implementation Plan

5: Excellent

12 points

The implementation plan is thoroughly described and provides the details for the various aspects.

4: Good

11.04 points

The implementation plan is generally described and provides an overall outline for the various aspects.

3: Satisfactory

10.56 points

The implementation plan is adequately described and provides the details for the various aspects.

2: Less Than Satisfactory

9.6 points

The implementation plan is not described.

1: Unsatisfactory

0 points

The implementation plan is only partially described.

Evaluation Plan

12 points

Criteria Description

Evaluation Plan

5: Excellent

12 points

The evaluation plan is thoroughly described and provides the details for the various aspects.

4: Good

11.04 points

The evaluation plan is adequately described and provides key information for the various aspects.

3: Satisfactory

10.56 points

The evaluation plan is outlined and provides general information for most aspects.

2: Less Than Satisfactory

9.6 points

The evaluation plan is only partially described.

1: Unsatisfactory

0 points

The evaluation plan is not described.

Conclusion

6 points

Criteria Description

Conclusion

5: Excellent

6 points

The conclusion is short, clear and summarizes the key points of the presentation in a powerful and memorable way.

4: Good

5.52 points

The conclusion summarizes the key points of the presentation in a concise manner.

3: Satisfactory

5.28 points

The conclusion outlines the broad aspects of the presentation.

2: Less Than Satisfactory

4.8 points

The conclusion mentions some aspects of the presentation, but there are some key aspects missing.

1: Unsatisfactory

0 points

A conclusion is not presented.