• Analyze the evaluation plan you developed as part of your project Proposal. Which evaluation method(s) did you identify for your project?
• If you have already concluded the evaluation phase of your project, what would you do differently—specific to the evaluation plan—if you could?
• If possible, compare your project with similar evidence-based projects presented in other articles from your review of the literature. Specifically, look at others who had a similar research question or intervention but evaluated it differently. Consider similarities and differences in the outcomes of these projects. What insights related to your project does this analysis provide?
• For this Discussion, you may also consider the evaluation of other evidence-based projects implemented in your practicum setting. Discuss this topic with individuals in your practicum setting to strengthen your understanding of the evaluation of these projects.

Post a cohesive response that addresses the following:

• Describe the strengths and limitations of the evaluation plan for your Project or another evidence-based project. Share insights and opportunities for improvement that can inform future evidence-based projects

 

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Evaluation of Outcomes

As you translate evidence into practice, it is essential to consider how you will evaluate the outcomes. As introduced in Week 8, you are likely to encounter barriers as you integrate research findings into practice. Using a framework for evaluation can assist in minimizing those barriers.

As a nurse engaged in advanced practice, it is now time to take your practicum project to the next level—evaluating the outcomes you identified for the Week 9 Discussion and then developing new practice guidelines.

To prepare:

• The course text, Translation of Evidence into      Nursing and Health Care Practice, provides a list of questions that should      be considered when planning for evaluation. See page 239 for this list of      questions.
• Review the Learning Resources focusing on the      various evaluation frameworks presented. Select a framework and determine      how you would evaluate the outcomes you identified in the Week 9      Discussion (see week 9 discussion in the file area).
• Based on the possible results of your      evaluation, envision new practice guidelines you would develop.
• What new standards of care might this lead to?

By tomorrow Wednesday 10/30/18 at 12 pm, write a minimum of 550 words essays in APA format with at least 3 references from the list of REQUIRED READINGS (see attached files) below. Include the headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) In the first line of your posting, state the outcomes you are addressing (those you initially identified in the Week 9 Discussion [see week 9 discussion in the file area]).

2) How would you evaluate the outcomes? Support your response with evidence from the literature.

3) What new practice guidelines would you create based on your evaluation of those outcomes?

4) Discuss any new standards of care that would be appropriate based on the new practice guidelines.

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

• Chapter      17, “Data Management and Evaluation of Translation” (see attached file)

Erickson, K., Monsen, K.A., Artleson, I.S., Radosevich, D.M., Oftedahl, G., Neely, C., & Thorsen, D.R. Translation of obesity practice guidelines: Measurement and evaluation. Public Health Nursing, 12(3), 222–23. doi: 10.1111/phn.12169. (see attached file)

Wang, Y., Xiao, L.D., Ullah, S., Guo-Ping, H., & De Bellis, A. Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial (2017). Nurse Education Today, 49, 1-7. https://doi.org/10.1016/j.nedt.2016.10.016. (see attached file)

Abdullah, G., Rossy, D., Ploeg, J., Davies, B., Higuchi, K., Sikora, L., & Stacey, D. (2014). Measuring the effectiveness of mentoring asa knowledge translation intervention for implementing empirical evidence: A systematic review. Worldviews on Evidence-Based Nursing, 11 (5) 284–300. https://doi-org.ezp.waldenulibrary.org/10.1111/wvn.12060 (see attached file)

Einarson, A., Egberts, T.c., & Heerdink, E.R. (2015). Antidepressant use in pregnancy: knowledge transfer and translation of research findings. Journal of Evaluation in Clinical Practice, 21, 579-583 doi:10.1111/jep.12338 (see attached file)

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients 

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients 

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

 

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Evaluation Plan

A plan for evaluation should be correlated well with the specific program for which it has been developed. As you continue to work on Assignment 4, it is important to bear in mind that an evaluation plan is distinct from–yet aligned with–the program plan and contains its own goals and objectives.

This week you integrate the knowledge and discernment you have developed to formulate a plan for how evaluation could be an integral part of your program (see attached file in file section named “Week 9 Discussion”).

To prepare for this week’s section of Assignment 4:

• Keep your own program in mind as your      review the information presented in this week’s Learning Resources.
• Develop an evaluation plan that      includes goals, objectives, and activities. Consider what type of data      will be needed.
• Review your visual representation of      your program plan design (Week 6      [see attached file named “Assignment 2”]) and incorporate your      evaluation plan.
• Revise your Gantt chart (Week 6 [see attached file named “Assignment      2”]) to include your evaluation plan.

The full Assignment 4 is due by Wednesday 1/30/19 before midnight of this week. Instructions have been provided in previous weeks to help you prepare.

By Day 3

To complete:

Write a 3- to 5-page paper in APA format with a minimum of 6 scholarly references. Include the level 1 and 2 headers as numbered below that addresses the following (Please make sure to follow the outline exactly as below):

1) Evaluation Methods (developed in Week 9 [see attached file in file section named “Week 9 Discussion”])

a) Identify an evaluation theory or model that is aligned to your program goal(s) and objectives.

b) Exhibit a performance measurement, monitoring, and evaluation timeline that:

o Demonstrates the appropriate use of performance measurement, monitoring, and summative evaluation

o Distinguishes between the long-term effects of impact evaluation versus short and intermediate health outcomes as a result of the implementation of the program.

2) Evaluation Plan (developed this week [see attached file named week 10 discussion”])

c) Develop an evaluation plan that includes goals, objectives, and activities. Specify the type of data needed.

d) Add your evaluation plan to the visual representation (e.g., table or graph) of your program plan design.

e) Add time line information for the evaluation plan to your Gantt chart.

Note: In addition to your paper, be sure to submit the following (which may be contained in a separate document):

• An updated version of the visual      representation (e.g., table or graph) of your program design that includes      your evaluation plan (See attached file, then revise )
• An updated version of your Gantt      chart that includes your evaluation plan

Be sure to make revisions to these items based on any feedback you received from your Instructor when you submitted them in Week 6 (see attached file).

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Review Chapter 4, “Program Planning: The Big Picture”

· Review Chapter 5, “Social Marketing, Program Planning, and Implementation”

As you review Chapter 4, focus on the budgeting information presented on pp. 113–115.

· Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

· Chapter 10, “Program Evaluation: Background and Basics”

Chapter 10 outlines steps for designing evaluation during program planning.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage. 

An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

· Review Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

· Chapter 11, “Impact Program Evaluation and Hypothesis Testing”

· Review Chapter 10 and read Chapter 11 to examine aspects of evaluation essential to program planning.

· Chapter 12, “Budgeting for Financial Control, Management, and Planning”

· Chapter 13, “Developing Line-Item, Functional, and Program Budgeting Systems”

·  Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

As you read this chapter, pay attention to the financial functions associated with these forms of evaluation and the data to be collected.

Chapter 12 introduces budgeting as an important part of the planning process, noting that it also serves essential management and control functions for programs. Chapter 13 addresses three systems of budgeting—line item, functional, and program—each of which has a distinct focus.

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10,1–9

Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689–695.

Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50–56 doi.org/10.1016/j.evalprogplan.2016.03.007

Gaskin, J., Rennie, C., & Coyle, D. (2015). Reducing periconceptional methylmercury exposure: Cost-utility analysis for a proposed screening program for women planning a pregnancy in Ontario, Canada. Environmental Health Perspectives, 123(12), 1337–1344 doi.org/10.1289/ehp.1409034.

Palumbo, M.V., Sikorski, E.A. & Liberty, B.C. (2013). Exploring the cost-effectiveness of unit-based health promotion activities for nurses. Workplace Health & Safety, 61(12), 514–520.

U.S. Small Business Administration. (n.d.). Writing a business plan. Retrieved December 12, 2011, from http://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/writing-business-plan

The “Writing a Business Plan” section of this website introduces elements of a good business plan, which is an essential document for any program. Investigate the information presented. In addition, see the “Preparing Your Finances” section for information on break-even analysis and other budgeting-related matters.

Robbins, L.B., Pfeiffer, K.A., Weolek, S.M., & Lo, Y. (2014). Process evaluation for a school-based physical intervention for 6th and 7th grade boys: Reach, dose, and fidelity. Evaluation and Program Planning, 42, 21–31 doi.org/10.1016/j.evalprogplan.2013.09.002

Schalock, R.L., Lee, t., Verdugo, M., Swart, K., Claes, C., van Loon, J., & Lee, C. (2014). An evidence-based approach to organization evaluation and change in human service organizations evaluation and program planning. Evaluation and Program Planning, 45, 110–118. 

Moore, H.K., Preussler, J., Denzen, E.M., Payton, T.J., Thao, V., Murphy, E.A. & Harwood, E. (2014). Designing and operationalizing a customized internal evaluation model for cancer treatment support programs, Journal Cancer Education, 29, 463–372 doi10.1007/s13187-014-0644-8

Redwood, D., Provost, E., Lopez, E.D., Skewes, M., Johnson, R., Christensen, C., Sacco, F., & Haverkamp, D. (2016). A process evaluation of the Alaska Native colorectal cancer family outreach program. Health Education & Behavior, 43(1), 35–42 doi: 10.1177/1090198115590781

Robbins, L.B., Pfeiffer, K.A., Weolek, S.M., & Lo, Y. (2014). Process evaluation for a school-based physical intervention for 6th and 7th grade boys: Reach, dose, and fidelity. Evaluation and Program Planning, 42, 21–31 doi.org/10.1016/j.evalprogplan.2013.09.002

Optional Resources

Ahmad, F., Roy, A., Brady, S., Belgeonne, S., Dunn, L., & Pitts, J. (2007). Care pathway initiative for people with intellectual disabilities: Impact evaluation. Journal of Nursing Management, 15(7), 700–702.

This article is an example of an impact evaluation.

Gard, C. L., Flannigan, P. N., & Cluskey, M. (2004). Program evaluation: An ongoing systematic process. Nursing Education Perspectives, 25(4), 176–179.

This article discusses the use of accreditation standards and site visits as a plan for ongoing evaluation for a nursing program.

Graff, J. C., Russell, C. K., & Stegbauer, C. C. (2007). Formative and summative evaluation of a practice doctorate program. Nurse Educator, 32(4), 173–177.

Milne, L., Scotland, G., Tagiyeva-Milne, N., & Hussein, J. (2004). Safe motherhood program evaluation: Theory and practice. Journal of Midwifery & Women’s Health, 49(4), 338–344.

This article identifies and evaluates the different approaches to program evaluation related to safe motherhood.

Centers for Disease Control and Prevention. (2007). Chronic disease indicators [Data set]. Retrieved from https://www.cdc.gov/cdi/.

This site allows you to search and compare different regions for specific chronic disease indicators.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.

Dirubbo, N. E. (2006). Break-even analysis: Can I afford to do this? Nurse Practitioner, 31(7), 11.

This article briefly explains break-even analysis and its use in initiating new programs.

McBryde-Foster, M. J. (2005). Break-even analysis in a nurse-managed center. Nursing Economic$, 23(1), 31–34

This article explains how break-even analysis can be used in a nursing environment and how to apply it for program proposals.

U.S. National Library of Medicine. (2008). HTA 101: IV. Cost analysis methods. Retrieved from http://www.nlm.nih.gov/nichsr/hta101/ta10106.html

· Published by the National Institutes of Health, this site offers an explanation of the types of cost analysis including comparison of cost-utility, cost-effectiveness, and cost-benefits.

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Performance Measurement, Monitoring, and Evaluation” (featuring Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, and Dr. Debora Dole)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In this week’s videos, Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, Dr. Debora Dole discuss evaluation for programs.

 

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Open the attached files……

 

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