Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.
Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy
In 500-750 words (not including the title page and reference page) 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:
This will build off of the previous sections of the paper that have already been written.
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
Part 1: An Introduction to Clinical Inquiry
Create a 4- to 5-slide PowerPoint presentation in which you do the following:
Part 2: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
Part 1: An Introduction to Clinical Inquiry
Create a 4- to 5-slide PowerPoint presentation in which you do the following:
Part 2: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
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:
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):
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.
Evaluation of Plan Effectiveness Criteria
You spent the last two weeks implementing a portion of the comprehensive care plan you developed for the aggregate. An evaluation of plan effectiveness is now due.
In the evaluation component of the Capstone project, you are expected to evaluate the effectiveness of the intervention.
Some questions you should seek answers to are:
The evaluation component of the final paper should describe your evaluation of the implementation. Include responses to points 1and 2 above. The evaluation component of the final Microsoft Word submission document should be a minimum of 2 pages.
The complete summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project.
Over the past nine weeks, you selected an aggregate and conducted a risk assessment of its health, developed a care plan to address those health risks, planned an implement one intervention in a small group from the aggregate, and considered the effectiveness of the intervention on the health of the small group. It’s time now for you to present your final submission of this Capstone project.
Your final submission comprises the documentation of the work accomplished through your Capstone project, a Microsoft Word Document that contains the evaluation and summary, a Microsoft PowerPoint presentation highlighting the main aspects of the project including the key things learned during the 10 weeks of working with this project.
The summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project. The complete documentation of the work accomplished over the course of the project should contain a minimum of 6–7 pages in a Microsoft Word document and should include the following information:
The Power Point presentation should be concise and should include the highlights of the Capstone project and the key things learned over the course of this project, from developing, implementing, and evaluating the care plan. Your presentation should not exceed 15 slides.
select one recent (within the last two years) evidence-based article from a peer reviewed nursing journal that describes a “best practice” in an area of nursing you are interested in. For example, if you would like to be a pediatric nurse, select an article that discusses a best practice in pediatric care.
Cite the article and provide a brief overview of how the results or findings were obtained. Then describe the “best practice.” Conclude your discussion by explaining whether you thought the research findings supported the conclusions and the best practice.
This assignment must be no more than 3 pages long. It should include all of the required elements. Use APA Editorial format and attach a copy of the article.
Create a 4-6 page paper with you , as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
The Vila Health: Remote Collaboration on Evidence-Based Care simulation provide the context for this assessment.
Before beginning this assessment, make sure you have worked through the following media:
For this assessment, you are a presenter! You will create a 5–10-minute video using Kaltura or similar software. In the video:
Be sure you mention any articles, authors, and other relevant sources of evidence that helped inform your video. Important: You are required to submit an APA-formatted reference list of the sources you cited specifically in your video or used to inform your presentation.
The following media is an example learner submission in which the speaker successfully addresses all competencies in the assessment.
Make sure that your video addresses the following grading criteria:
Your assessment should meet the following requirements:
need it done in 24 hours PICO Question already done in assignment. Must use both articles APA format
What is the purpose of the Articles?
How is the Article useful for the debate, how was the article useful in presenting your argument.
How this article help your group defend your stand on the Modality( hot pack, cold pack)
Hi there! Click one of our representatives below and we will get back to you as soon as possible.