NURS FPX6030 Assessment 5 : Evaluation Plan Design

NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

NURS FPX6030 Assessment 5 : Evaluation Plan Design

Develop a 4-6 page plan that will allow you to evaluate your intervention. 

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Once an intervention is planned and implemented it is important to evaluate the degree to which the outcomes of the project were achieved. By evaluating the desired outcomes of an intervention, it is possible to make more informed decisions about opportunities for continuous improvement. It is also possible to identify strategies and approaches that could be useful in improving one’s personal practice in other contexts or care areas.

Preparations

• Read Guiding Questions: Evaluation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
• As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
  • What specific piece or pieces of technology did you propose using in your implementation plan?
  • How did the type of technology you chose impact the development of your implementation plan?
  • How will the incorporation of the technology you propose make your implementation plan more successful?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your evaluation plan design will be the forth section of your final project submission. The goal for this is to finalize the outcomes that your plan is seeking to achieve and to create a plan to evaluate the degree to which those outcomes would have been achieved if your intervention plan has been implemented. This will allow you to determine the degree to which the plan was successful in addressing the identified need of your target population and setting.

You will also discuss ways in which your role allows you to lead change and drive quality improvement, and to potentially improve the project in the future. In addition, you will reflect on how the project will leave you better prepared for success in other aspects of your current and future career. Provide enough detail so that the faculty member assessing your implementation plan design and discussion will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Evaluation Plan Design [DOC] document to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, your planned intervention, and how you intended to implement your intervention (this should only be a single paragraph).

Reminder: These instructions are an outline. Your heading for this this section should be Evaluation of Plan and not Part 1: Evaluation of Plan.

Part 1: Evaluation of Plan

• Define the outcomes that are the goal of an intervention plan.
• Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Part 2: Discussion

Advocacy

• Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
• Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.

Future Steps

• Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety.

Reflection on Leading Change and Improvement

• Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions.
• Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts.

Address Generally Throughout

• Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
• Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.

Additional Requirements

• Length of submission: 4–6 double-spaced pages.
• Number of resources: 3–6 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.
  • Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.
  • Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.
• Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.
  • Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
• Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.
  • Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
• Competency 4: Design patient- and population-centered care to improve health outcomes.
  • Define the outcomes that are the goal of an intervention plan.
• Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.
  • Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.
• Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.
  • Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.
• Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.
  • Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

• Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.

Grading Scale:

1-  Define the outcomes that are the goal of an intervention plan. 

Passing Grade:  Defines the outcomes that are the goal of an intervention plan, impartially discussing pros and cons of alternative outcomes.
 

2-  Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
 

Passing Grade:  Creates an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need, and identifies assumptions on which the evaluation plan is based.
 

3-  Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.

Passing Grade:  Analyzes the nurse’s role in leading change and driving improvements in the quality and experience of care, and identifies assumptions on which the analysis is based.
 

4-  Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.
 

Passing Grade:   Explains how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan; identifies areas of uncertainty, knowledge gaps, or additional information that would be needed in order to gain a more complete understanding.
 

5-  Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.
 

Passing Grade: Explains how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety; identifies assumptions underlying the proposed improvements.

6-  Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.
 

Passing Grade:  Reflects on how the project has impacted one’s ability to lead change in personal practice and future leadership positions, and suggests goals for future personal growth.
 

7-  Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.

Passing Grade:  Reflects on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts; impartially considers conflicting evidence or other perspectives.
 

8-  Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
 

Passing Grade:  Integrates resources from diverse sources that illustrate support for all aspects of an evaluation plan for a planned intervention, as well as professional discussion about the plan. In-text citations and reference list are error-free.
 

9-  Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.
 

Passing Grade:  Communicates evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process. Grammar, punctuation, and spelling are error-free.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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. NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

• 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.

• 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. NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

• 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. NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

• Guarantee

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. NURS-FPX6030-Assessment 5 Instructions: Evaluation Plan Design

Looking for a Similar Assignment? Order a custom-written, affordable, plagiarism-free paper