Evidence-Based Practice Project Proposal: Implementation Plan

In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper. You will use the implementation plan, including the associated documents in your appendices, in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Include a draft of the form as an appendix at the end of your paper.
Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper.
Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Include a draft of the budget and resource list as an appendix at the end of your paper.
Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.
Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.
Explain the process for delivering the intervention and indicate if any training will be needed.
Discuss the stakeholders that are needed to implement the plan.
Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.
Establish the feasibility of the implementation plan.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Evidence-Based Practice Project Proposal: Implementation Plan Completed Sample Paper

This evidence-based project aims at enhancing quality by implementing culturally significant nutritional changes to regulate blood sugar levels in African American females who have diabetes using the current research and clinical procedures. The purpose of this section is to elaborate on the implementation approach for this evidence-based project.

Setting

The implementation of the project will take place in a health care facility dealing with adult inpatients. The implementation process will comprise practitioners and clinical nurse leaders who work with the patient population. All the practitioners participating must have served in the unit for at least one year (LoBiondo-Wood et al., 2018). All the health care providers that have been in the institution for less than a year will not be included in the project implementation process. To be specific, fifty percent of the health care practitioners will participate in the implementation process. At the same time, consent will be necessary before the implementation process begins. All participants will be required to sign documents to indicate that they have agreed to be part of the implementation process. The forms filled by the participants will also suggest that they are free to leave at their wish during the implementation process.

Timeline

The implementation program is segmented into four categories. These are four months before the implementation, evaluating the organization readiness, picot and project proposal, identification of the research model, literature research, timetable for the beginning of the project, and efforts to locate and secure an organizational letter of support from a prospective implementation site, all occur. After that, the quality enhancement project will be submitted to the institutional review board four months before the day of implementation. The panel will approve or decline the project (University of Alabama at Birmingham Office of Research website, 2020).

Resources

Furthermore, for the efficiency of the implementation process, the project manager, licensed nutritionists, and diabetes educator mentor are significant. The American diabetes association handouts on diet adjustments include the African Heritage diet pyramid, meal planning guidelines, survey tools, and traditional foods sauces and spices. We will require a large conference room, tables, chairs, screens for PowerPoint presentations, computers, and culinary equipment for the implementation to kick off.

Implementation Methods

The participant’s geographical information will be gathered on the registration form at the onset of every diabetes training program. The geographical information of the participants attending the educational session will comprise race, age, ethnicity, diabetes diagnosis, and gender. Based on the mean and range, demographic information on the age of the participants will be provided (Gianinazzi et al., 2017). The remaining number of people and demographic information will be recorded based on their categories. At the same time, the participants will not be required to provide their names or contact information, but they will take part in HbA1c blood testing at the beginning of the study and at the end of each month during the implementation period. The REAP and RPS-DM are key instruments assessing diabetic health perceptions. Based on the scoring categories used, there will be six subscale categories pertinent to diabetes development; when the score is high, it will indicate an increased risk evaluated for the disease development in the subcategories.

When the subcategories are high, it will indicate that there will be a reduced risk of the disease developing. On the other hand, a lower subcategory will mean that there will be higher chances of the disease developing (Gianinazzi et al., 2017). The REAP-S survey comprises sixteen items to help health providers with patients who require nutritional advice. The REAP-S survey’s final section is also graded on a Likert scale, with options ranging from yes to no, extremely willing to not at all willing (Johnston et al.,2018).

Intervention Process

The first phase will evaluate the organizational readiness to change, develop a project proposal, identify the change model, initiate the project timeline, and plan how to obtain an administrative letter of endorsement from the prospective implementation site. Using the problem statement, intervention, comparisons, outcomes, time structure, the project manager will define and describe the project question to help establish the search approach and create a conceptual model and theoretical framework (Johnston et al.,2018). The project’s second phase will include recruiting fifty people and gathering all project paperwork comprising the IRB submission through the UAB to indicate the study will not involve human subjects. It will also include developing tools and instruments to endorse project objectives and contact every tool developer for authorization to utilize the tool in the project and specific telecommunications. The project manager will have to obtain an organizational letter of support from the implementation site (Johnston et al.,2018).

Furthermore, the project will be implemented in phase three. The implementation of this project will comprise of finding African American females with diabetes but are interested in switching to the African heritage diet and learn new techniques they can use to make food. The project manager and mentor will meet physically or over the phone to discuss the project’s goals. Facility providers and support staff will help in identifying and referring the identified patients to the educational program. They will also help place posters advertising the educational classes throughout the clinic, such as the reception, examination room, waiting area, and restrooms. At the same time, clinicians will identify patients and refer patients to self-register for the educational program with the receptionist.

On the other hand, the educational sessions will be divided into sixty and ninety minutes based on the size of the classes; the project manager will provide a concise review and aims of the session and layout. To undertake the REAP-S and RPS-DM surveys, the participants must fill registration forms and receive diabetic education during the first session (Johnston et al.,2018). The second half of the project will focus on nutrition options, meal planning, budget-friendly cooking, and a dollar store purchasing guide. The project manager surveys the class participants as well as record their diabetes development and nutritional choices. Following each instructional session, the participants will be required to choose dietary modifications and return commitment forms to the project manager. The final part of the project will be data evaluation and outcome distribution.

Obtaining Information

The last phase of the project will be reviewing RPS-DM, and REAP-S forms, survey findings and alter the commitment forms. At this point, the project manager is the person in charge of collecting all the paperwork and compiling the results. The hand tallies, questionnaires, and nutritional change commitment forms will allow the project manager to determine whether the participants better understood the correlation between diabetes and nutrition. The survey outcomes, change commitment sheets will help doctors decide whether or not they should continue with the diabetes education programs for African American females.

Data Examination

Data from the quality improvement project will be reviewed using survey responses from both the RPS-DM and the REAP-S based on the created scales. The REAP-S survey targeted fifty percent or more participants choosing poor nutrition habits (LoBiondo-Wood et al., 2018). Hence the REAP-S survey is divided into two sections diabetes nutrition and pre/post diabetes education. The pre/post nutrition education aims to enhance each participant’s understanding of diabetes development and nutritional choices by more than fifty percent. The project will collect the change commitment forms and tally them with the indicated change after each session—the goal of this dietary modification is to get the total commitment of all participants. The resulted will be tallied before being displayed in a table format.

Managing Obstacles, Facilitators, and Difficulties

Managing barriers to project implementation by participants and diabetes self-management education and support to increases patient awareness of the disease and empower individuals to handle their care must be offered in a culturally competent manner (LoBiondo-Wood et al., 2018). Patient care is significant because diabetes is a chronic infection; hence they should monitor blood glucose, medication administration, physical activity, and proper nutrition. To accomplish this, it is essential to introduce nutritional culture to the population. A diabetic educator and competent dietitian will help to educate the participants. Participants may face challenges such as inability to cook and unavailability of healthy foods. It is essential to have meal planning, effective shopping lists, and information about local food stores to address these challenges.

Feasibility

To create the diabetes instructions posters is estimated to be under %6000, depending on the expected participants. The labor expenses for a licensed dietician, diabetes educator, the secretarial staff is approximately $50000. The cost of cooking is estimated to be $11000; hence the overall cost will be around $66000. Diabetes complications such as microvascular issues and myocardial infarction will be reduced depending on the AIC levels. Therefore, lowering the incidence and burden of diabetes through early intervention will mitigate the significant complications and healthcare costs to the patient and healthcare system.

Maintenance

Dietary administration should be offered to all diabetic patients. Furthermore, nutritional modifications are now available in almost all clinics. This provides patients with the option of making the appropriate choices.

Conclusion

To sum up, the project’s design, the role of the project manager, evidence-based teaching material for the class, population identification, and setting were all critical components. The project’s implementation will provide African American females with the opportunity to receive culturally relevant diabetes and dietary education. The questionnaires utilize in this implementation are REAP and RPS-DM, which allowed participants to assess their views of disease progress and nutritional choices.

Appendix

Timeline need to complete the entire project: – four months

Resource list: A large conference room, culinary equipment, tables, and chairs, as well as a computer and screen for PowerPoint presentations, are all required.

Budget: The labor expenditures of a licensed dietician, secretarial staff, and diabetes educator mentor are approximately $50,000. The estimated cost of cooking items, including food, is $11,000. The overall cost is expected to be $61,000

The method used: The project manager is in charge of collecting all documentation and tallying the outcomes. The questionnaires, hand tallies, and dietary change commitment forms allow the PM to determine whether or not participants developed a better awareness of the relationship between diet and diabetes.

Other Related Course Assignments

PICOT Final

Name_________________Daysha Polk____________________

Complete your PICOT using your approved proposed nursing practice problem. If they were approved, you may use the population and intervention developed in your Topic 1 assignment. Include any necessary revisions in this submission. Refer to the “Example PICOT” below as needed for guidance on how to complete the PICOT.

PICOT Question
P	Population	Patients experiencing decreasing satisfaction levels at ED
I	Intervention	Real-time location systems
C	Comparison	Manually entered status updates to track patients
O	Outcome	Decreased rate of Left Without Being Treated (LWBT) and raising revenue collection
T	Timeframe	Six months
PICOT Create a complete PICOT statement.	ED patients with decreasing levels of satisfaction (P), does the utilization of a real-time location systems (RTLS) in the hospital’s ED (I), compared to manually entered status updates to track patients (C), help to decrease the rate of LWBT and to raise revenue collection (O) within 6 months (T)?
Problem Statement Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.	The current delays, long waits, leaving without being treated, decreased revenue collection from the ED unit, and reduced patient satisfaction scores have negatively portrayed the hospital’s reputation to the public. As a result, the daily patient visits have continued to decrease as people attribute the facility to poor emergency care services delivery. All these complications result from the use of combined data resources and manual entry status updates when tracking patient records. This manual tracking cannot meet the demand for many patients and leads to overcrowding due to and reduced patient flow in the ED. Therefore, there is a need to install an automatic patient tracking system to increase the flow.

References

Asheim , A., Nilsen, S. M., Carlsen, F., Næss-Pleym, L. E., Uleberg, O., Dale, J., Bache-Wiig Bjørnsen, L. P., & Bjørngaard, J. H. (2019, December 26). The effect of emergency department delays on 30-day mortality in Central Norway. European journal of emergency medicine : official journal of the European Society for Emergency Medicine. https://pubmed.ncbi.nlm.nih.gov/31135613/.

Fudge, N., Sadler, E., Fisher, H. R., Maher, J., Wolfe, C. D. A., & McKevitt, C. (n.d.). Optimising Translational Research Opportunities: A Systematic Review and Narrative Synthesis of Basic and Clinician Scientists’ Perspectives of Factors Which Enable or Hinder Translational Research. PLOS ONE. https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0160475.

Morrison, L. E., & Joy, J. P. (2016, June 20). Secondary traumatic stress in the emergency department. Wiley Online Library. https://onlinelibrary.wiley.com/doi/abs/10.1111/jan.13030.

Wand, T., Crawford, C., Bell, N., Murphy, M., White, K., & Wood, E. (2019, April 30). Documenting the pre-implementation phase for a multi-site translational research project to test a new model Emergency Department-based mental health nursing care. International Emergency Nursing. https://www.sciencedirect.com/science/article/abs/pii/S1755599X19300400?via%3Dihub.

Wang, H., Kline, J. A., Jackson, B. E., Robinson, R. D., Sullivan, M., Holmes, M., Watson, K. A., Cowden, C. D., Phillips, J. L., Schrader, C. D., Leuck, J. A., & Zenarosa, N. R. (2017, October 5). role of patient perception of crowding in the determination of real-time patient satisfaction at Emergency Department. OUP Academic. https://academic.oup.com/intqhc/article/29/5/722/4158405?login=true.

NUR 550 Evidence-Based Practice Project: PICOT Paper

Daysha Y. Polk

NUR 550

Grand Canyon University

June 1st, 2021

Evidence-Based Practice Project: PICOT Paper

Generally, a high level of patient satisfaction for the clients in the emergency department (ED) is vital, especially at this time when the healthcare system is shifting towards patient-centered care. Prakash (2010) notes that patient satisfaction levels significantly impact on medical malpractice claims, patient retention, and clinical outcomes. That is, it affects quality healthcare’s timely, efficient, and patient-centered delivery, making it both a proxy but a very effective key indicator for measuring the hospitals and doctors’ success. Consequently, supporting the improvements of patient satisfaction levels can positively affect several healthcare organizations’ components, such as preventive possible malpractice lawsuits, securing a positive local reputation, and enhancing patient retention rates. Thus, there is an increased need to develop strategies to improve ED patient’s satisfaction with the provided care services. Increasingly, the use of real-time location systems (RTLS) by hospitals to track patients, instead of relying on the traditional, manually-entered status updates, is increasingly being viewed as a better strategy to decrease the number or rate of Left Without Being Treated (LWBT) patients, and thus, improve ED patient’s satisfaction levels and hospital’s revenue collection (Boulos & Berry, 2012). Thus, the paper will explore whether the utilization of RTLS in the hospital’s ED, compared to manually-entered status updates to tract patients, help decrease the rate of LWBT and to raise revenue collection within 6 months, for ED patients with decreasing satisfaction levels with the provided healthcare services.

A wide array of factors is responsible for the decreased rate of satisfaction levels amongst ED patients. The current delays, long waits, leaving without being treated, decreased revenue collection from the ED unit, and reduced patient satisfaction scores have negatively portrayed the hospital’s reputation to the public. As a result, the daily patient visits have continued to decrease as people attribute the facility to poor emergency care services delivery. All these complications result from the use of combined data resources and manual entry status updates when tracking patient records. This manual tracking cannot meet the demand for many patients and leads to overcrowding due to and reduced patient flow in the ED. Therefore, there is a need to install an automatic patient tracking system to increase the flow.

Patient satisfaction level, especially for hospital’s emergency department (ED) is increasingly becoming a key health quality indicator. Patient satisfaction regards the degree to which patients are happy with their healthcare (Heath, 2016). Patient satisfaction levels is a care quality measure and gives healthcare providers information on the various aspects of health and medicine, such as their care’s effectiveness and their empathy levels. According to Xesfingi & Vozikis (2016), patient satisfaction is a healthcare quality’s measure given that it provides insight into the provider’s success at realizing the patient’s care expectations, and is also a key patients’ perspective behavioral intention’s determinant. While satisfaction has always been an important factor when delivering any form of a service, it has recently gained prominence or primacy within the healthcare space, especially at this time when the healthcare industry is fast shifting towards patient-centered models. According to Vocera’s 2016 ‘Rise of the Chief Experience Officer’ report, about 64% of the interviewed healthcare professionals stated that their healthcare organizations prioritize patient satisfaction in a similar extent to which they value clinical workflow and patient safety improvements. Increasingly, patients are demanding a larger claim in their healthcare, with the expectation that their healthcare providers will attain a certain service level.

Healthcare quality is increasingly becoming a universal issue, making the healthcare industry to undergo rapid transformations. According to Asamrew, Endris and Tadesse (2020), the rapid transformations are primarily driven by the need to realize its patient population’s ever-increasing needs and demands, instead of the traditional professional practice standards-based needs. In their study of a patient’s satisfaction score with a specialize hospital in Ethiopia, the researchers determined that patient-healthcare provider interaction and general facility amenity-related factors explained about 96.4% of the variability in the net overall satisfaction score. The hospital’s inpatient pharmacy services, the availability of laboratory, radiology and pain management services, and good quality services provided by the hospital physicians positively influenced patient satisfaction scores. Additionally, availability of accommodation rooms, toilet cleanliness, and dietary services had significant association with the patient satisfaction levels. In yet another study, Son and Yom (2017) classifies the factors impacting on ED patient’s satisfaction levels into three interrelated forces, including predisposing characteristics, enabling resources and need. First, the predisposing characteristics include demographic factors (age, sex, marital status and past illness), social structure (education and employment), and belief (subjective health, perceived social class and attitude towards health service – quality and status). Secondly, then enabling resources include family (income and type of health insurance) and community (type of hospital, mode of arrival, time taken, delayed or missed treatment and frequency of visiting the ED). Finally, the need factors include reason for visit and service received. Joe Greskoviak, president and chief operating officer at Press Ganey, categorizes the factors into communication, provider empathy, and care coordination (Heath, 2016). All these points are interrelated and affect each other.

Delayed or missed treatments have become a notorious phenomenon in most hospitals. In a recent research by Asheim et al., (2019), it was discovered that the prolonged ED stay was associated with a higher probability of being discharged from the ED without admission to the hospital and that there was no significant difference in hospitalization length for the admitted patients. Thus, the researchers concluded that prolonged ED stay was not associated with increased risk of death. However, many studies have determined that delayed or missed treatments are strongly associated with decreased patient satisfaction levels and reduced revenue for hospitals. Furthermore, ED overcrowding also reduced emergency care quality by prolonged patient total length of stay, increased rate of patients left without being seen, ambulance diversion, decreased patient satisfaction, decreased revenue collection, and etcetera (Wang et al., 2017). According to Wand (2019), the lengthy documentation and assessment processes, timeliness of consultations and delays in decisions about patient disposition in ED can lead to reduced ED patient satisfaction levels and frustrations by ED staff and hospital executives. As noted above, the complications are primarily caused by the hospital’s reliance on combined data resources and manual entry status updates when tracking patients and their records – all of which cannot meet the healthcare service demand for the many patients, leading to reduced patient flow in the ED, overcrowding, and delayed and missed treatments.

Technology can significantly help hospitals solve the mentioned complications. Primarily, by installing a RTLS, an automatic patient tracking system in the ED, hospitals can significantly increase the patient flow in their EDs (Drazen & Rhoads, 2011). According to Garie Fallo, the Western Reserve Hospital’s CNO, a technology suite can help improve care efficiency in EDs and boost patient satisfaction scores by 90% through streamlining the clinical workflow (Heath, 2016). With an automatic patient tracking system, patients would not need to stop at any stage for manual tracking, stipulating that there would be neither delays, prolonged wait times on stretchers, nor family waiting. Rather, the process would appear more satisfied, with a very seamless move to the ED room. Thus, right from their arrival, the patients would have a higher satisfaction with the provided services. The side-effect of the high satisfaction scores, according to a review of various peer-reviewed publications on the importance of patient satisfaction carried out by Prakash (2010), includes improved patient loyalty and retention, reduced vulnerability to price wars or bargains, consistent improvement in revenue and profitability, increased staff morale with reduced staff turnover, reduced risk or malpractice suits and accreditation issues, and increase personal and professional satisfaction. Consequently, by installing the proposed RTLS, hospitals can improve the ED patient’s satisfaction levels. Specifically, RTLS, compared to the manually-entered status updates to tract patients, help decrease the rate of LWBT and to raise revenue collection within 6 months, for ED patients with decreasing satisfaction levels with the provided healthcare services.

References

Asamrew, N., Endris, A. A., & Tadesse, M. (2020). Level of Patient Satisfaction with Inpatient Services and Its Determinants: A Study of a Specialized Hospital in Ethiopia. (J. Haughton, Ed.) Journal of Environmental and Public Health, 2020(Article ID 2473469), 1-12.

Asheim, A., Nilsen, S. M., Carlsen, F., Næss-Pleym, L. E., Uleberg, O., Dale, J., et al. (2019, December). The Effect Of Emergency Department Delays On 30-Day Mortality in Central Norway. European Journal of Emergency Medicine, 26(6), 446-452.

Boehm, L., & Petty, K. (2016). The Rise of the Healthcare Chief Experience Officer. Vocera’s Experience Innovation Network. Boulos, M. N., & Berry, G. (2012, June 28). Real-Time Locating Systems (RTLS) In Healthcare: A Condensed Primer. International Journal of Health Geographics, 11(25).

Drazen, E., & Rhoads, J. (2011, April). Using Tracking Tools to Improve Patient Flow in Hospitals. Retrieved May 30, 2021, from California Health Care Foundation (Online): https://www.chcf.org/wp-content/uploads/2017/12/PDF-UsingPatientTrackingToolsInHospitals.pdf

Heath, S. (2016, May 24). Patient Satisfaction and HCAHPS: What It Means for Providers. (Xtelligent Healthcare Media, LLC) Retrieved May 30, 2021, from Patient Engagement HIT (Online): https://patientengagementhit.com/features/patient-satisfaction-and-hcahps-what-it-means-for-providers

Prakash, B. (2010). Patient Satisfaction. Journal of Cutaneous and Aesthetic Surgery, 3(3), 151–155. Son, H., & Yom, Y.-H. (2017). Factors Influencing Satisfaction With Emergency Department Medical Service: Patients’And Their Companions’Perspectives. Japan Journal of Nursing Science, 14, 27–37.

Wand, T., Crawford, C., Bell, N., Murphy, M., White, K., & Wood, E. (2019, July). Documenting The Pre-Implementation Phase For A Multi-Site Translational Research Project To Test A New Model Emergency Department-Based Mental Health Nursing Care. International Emergency Nursing, 45, 10-16.

Wang, H., Kline, J. A., Jackson, B. A., Robinson, R. D., Sullivan, M., Holmes, M., et al. (2017, October). The Role Of Patient Perception Of Crowding In The Determination Of Real-Time Patient Satisfaction At Emergency Department. International Journal for Quality in Health Care, 29(5), 722–727.

Xesfingi, S., & Vozikis, A. (2016, March 15). Patient Satisfaction With The Healthcare System: Assessing The Impact Of Socio-Economic And Healthcare Provision Factors. BMC Health Services Research, 16(94).

Wk 5- EBP proposal project 2

Question: Technology is integral to successful implementation in many projects, through either support or integration or both. Name at least one technology that could improve the implementation process and the outcomes of your EBP project. Do you plan to use this technology? If not, what are the barriers that prevent its use? I need two response.

EBP Week 7 PowerPoint

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

1. Introduction (include PICOT statement)

2. Organizational Culture and Readiness

3. Problem Statement and Literature Review

4. Change Model, or Framework

5. Implementation Plan

6. Evaluation Plan

7. Conclusion

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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 required to submit this assignment to turnitin. Please follow rubric.

Rubric_Print_Format

Course Code	Class Code	Assignment Title	Total Points
NUR-590	NUR-590-O500	Evidence-Based Practice Project Proposal Presentation	120.0
Criteria	Percentage	1: Unsatisfactory (0.00%)	2: Less Than Satisfactory (80.00%)	3: Satisfactory (88.00%)	4: Good (92.00%)	5: Excellent (100.00%)	Comments	Points Earned
Content	100.0%
Introduction	5.0%	An introduction is not included.	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.	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.	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.	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.
Organizational and Cultural Readiness	10.0%	The discussion on the organizational culture and readiness is not included.	The discussion on the organizational culture and readiness is incomplete.	The organizational culture and readiness are generally discussed and provide insight into some of the challenges faced by the organization.	The organizational culture and readiness are adequately discussed and provide the necessary insight into the organization challenges.	The organizational culture and readiness are thoroughly discussed and provide insight into the organization challenges.
Problem Statement and Literature Review	15.0%	The problem statement is not clearly stated. Research from the literature review is not included.	The problem statement outlines the issue. Support from the research from the literature review is inconsistent.	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.	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.	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.
Change Model or Framework	10.0%	The selected model or framework and its application to the proposed implementation are not described.	The selected model or framework is and its application to the proposed implementation are only partially described.	The selected model or framework and its application to the proposed implementation are generally described.	The selected model or framework and its application to the proposed implementation are adequately described.	The selected model or framework and its application to the proposed implementation are thoroughly described.
Implementation Plan	10.0%	The implementation plan is not described.	The implementation plan is only partially described.	The implementation plan is generally described and provides an overall outline for the various aspects.	The implementation plan is adequately described and provides the details for the various aspects.	The implementation plan is thoroughly described and provides the details for the various aspects.
Evaluation Plan	10.0%	The evaluation plan is not described.	The evaluation plan is only partially described.	The evaluation plan is outlined and provides general information for most aspects.	The evaluation plan is adequately described and provides key information for the various aspects.	The evaluation plan is thoroughly described and provides the details for the various aspects.
Conclusion	5.0%	A conclusion is not presented.	The conclusion mentions some aspects of the presentation, but there are some key aspects missing.	The conclusion outlines the broad aspects of the presentation.	The conclusion summarizes the key points of the presentation in a concise manner.	The conclusion is short, clear and summarizes the key points of the presentation in a powerful and memorable way.
Research	5.0%	No outside sources were used to support the assignment.	Few outside sources were used to support the assignment. Limited research is apparent.	Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness.	Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.	Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Presentation PowerPoint, speaker notes, Loom voice over or video.	10.0%	The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements.	The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements.	The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements.	The submission is presented effectively and contains all of the required elements.	The submission is presented effectively, and all of the required elements creatively contribute to the presentation of the concepts.
Aesthetic Quality	5.0%	Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.	Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.	Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.	Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.	Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Synthesis	5.0%	Synthesis does not successfully integrate ideas to form a cohesive whole. The combination of elements is not logical and/or verifiable.	Synthesis integrates ideas inadequately. The combination of elements is not logical.	Synthesis integrates ideas but does not adequately form a cohesive whole. Combination of elements at times is confusing.	Synthesis integrates ideas to form a cohesive whole. Combination of elements is logical and justified.	Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.
Mechanics of Writing Includes spelling, punctuation, grammar, and language use.	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.	5.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. Evidence-Based Practice Proposal Project: Implementation Plan

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Evidence-Based Practice Proposal Project: Implementation Plan