DNP-Evidence Based Practice II INTRODUCTION To change a problem, identification is simply the first step. Once the problem is identified
DNP-Evidence Based Practice II
INTRODUCTION
To change a problem, identification is simply the first step. Once the problem is identified and a plan for change is established, implementation of the problem change is the next step to resolve the problem or issue. In your previous course, NURS 8502, you identified a problem to develop a plan for change. In this course, you will continue working with this identified problem to implement your plan for change.
In this module, you will review the project management plan you created in the previous course as well as explore possible barriers, ethical and legal implications, and potential speed bumps that may impact your implementation. After assessing your plan, you will make revisions to begin your implementation.
What’s Happening in This Module?
Module 1: Implementation is a 6-week module—Weeks 1 through 6 of the course—in which you will review the problem change plan, revise your plan, and explore potential barriers for implementation. This exploration will assist you in beginning the implementation of your problem change.
INTRODUCTION
During these first 6 weeks, you will continue the work completed in Evidence Based Practice I. You will continue your practicum experience and implement a plan to change an identified or potential practice problem within your practice or organization. In Weeks 1 through 6 of this course, you will begin the work of implementation through planning and preparing.
In Weeks 1 through 6, you will review the project management plan created in Evidence Based Practice I and develop a translation action plan to begin the work of implementation. You will explore barriers, identify strategies, and evaluate legal and ethical implications to begin the project change implementation.
LEARNING OBJECTIVES
Students will:
Apply project management leadership skills to the design and approach to the proposed projectSelect a project management tool appropriate to the practice focused questionIdentify barriers to implementationEvaluate appropriate strategies to overcome barriersEvaluate legal and ethical implications to implementationEvaluate appropriate strategies to address legal and ethical concerns to implementationDevelop a translation action planImplement a project change*Reflect on the practicum experience
§ Final Project Plan
§ What is your proposed change and how will you implement it?
§ Throughout this course, you will work at your clinical site with a preceptor and with stakeholders to implement a plan to change a potential or known problem at your practice. For this Assignment, you will review the project management plan you developed in NURS 8502. Reflect on your plan, your preceptors, and your specialty to determine what/if changes are needed to begin the implementation of your plan.
To Prepare
Review the project management plan selected and developed in NURS 8502.Meet with your clinical site to review your project plan for changes.Review the Learning Resources covering available project management plan options.
The Assignment
Submit your revised and updated final project management
Learning Resources
Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.Chapter 8, “Translation” (pp. 189–206) Sipes, C. (2024). Project management for the advanced practice nurse (3rd ed.). Springer Publishing.Chapter 4, “Planning: Project Management – Phase 2” (pp. 85–130)White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing. Chapter 8, “Methods for Translation” (pp. 173–196)Chapter 9, “Project Management for Translation” (pp. 199–228)Chapter 10, “Ethical Responsibilities of Translation of Evidence and Evaluation” (pp. 229–244)Chapter 17, “Best Practices in Translation: Challenges and Barriers in Translation” (pp. 337–346)Chapter 18, “Legal Issues in Translation” (pp. 347–354) American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing educationLinks to an external site.. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Examples of Clinical and Administrative Practice Changes – Implementation of Evidence
Álvarez-Maldonado, P., Reding-Bernal, A., Hernández-Solís, A., & Cicero-Sabido, R. (2019). Impact of strategic planning, organizational culture imprint and care bundles to reduce adverse events in the ICULinks to an external site.. International Journal for Quality in Health Care, 31(6), 480–484. https://doi.org/10.1093/intqhc/mzy198Barnes-Daly, M. A., Pun, B. T., Harmon, L. A., Byrum, D. G., Kumar, V. K., Devlin, J. W., Stollings, J. L., Puntillo, K. A., Engel, H. J., Posa, P. J., Barr, J., Schweickert, W. D., Esbrook, C. L., Hargett, K. D., Carson, S. S., Aldrich, J. M., Ely, E. W., & Balas, M. C. (2018). Improving health care for critically ill patients using an evidence-based collaborative approach to ABCDEF bundle dissemination and implementationLinks to an external site.. Worldviews on Evidence-Based Nursing, 15(3), 206–216. https://doi.org/10.1111/wvn.12290Baughman, A., Cain, G., Ruopp, M., Concepcion, C., Oliveira, C., O’Toole, R., Saunders, S., Jindal, S., Ferreira, M., & Simon, S. (2018). Improving access to care by admission process redesign in a veterans affairs skilled nursing facilityLinks to an external site.. The Joint Commission Journal on Quality and Patient Safety, 44(8), 454–462. https://doi.org/10.1016/j.jcjq.2018.04.002Busca, E., Savatteri, A., Calafato, T. L., Mazzoleni, B., Barisone, M., & Dal Molin, A. (2021). Barriers and facilitators to the implementation of nurse’s role in primary care settings: An integrative reviewLinks to an external site.. BMC Nursing, 20(1), 1–12. https://doi.org/10.1186/s12912-021-00696-yCurtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practiceLinks to an external site.. Journal of Clinical Nursing, 26(5–6), 862–872. https://doi.org/10.1111/jocn.13586Lockwood, C., & Hopp, L. (2016). Knowledge translation: What it is and the relevance to evidence-based healthcare and nursingLinks to an external site.. International Journal of Nursing Practice, 22(4), 319–321. https://doi.org/10.1111/ijn.12466Naqib, D., Purvin, M., Prasad, R., Hanna, I. M., Dimitri, S., Llufrio, A., & Hanna, M. N. (2018). Quality improvement initiative to improve postoperative pain with a clinical pathway and nursing education programLinks to an external site.. Pain Management Nursing, 19(5), 447–455. https://doi.org/10.1016/j.pmn.2018.06.005 Reed, J. E., Howe, C., Doyle, C., & Bell, D. (2018). Simple rules for evidence translation in complex systems: A qualitative studyLinks to an external site.. BMC Medicine, 92 (16), 1–20. https://doi.org/10.1186/s12916-018-1076-9Schuller, K. A., Kash, B. A., Edwardson, N., & Gamm, L. D. (2013). Enabling and disabling factors in implementation of Studer Group’s evidence-based leadership initiative: A qualitative case studyLinks to an external site.. Journal of Communication in Healthcare, 6(2), 90–99. https://doi.org/10.1179/1753807613Y.0000000033Yeager, L, Karp, S., & Leming-Lee, T. (2019). Barriers to the implementation of pediatric overweight and obesity guidelines in a school-based health centerLinks to an external site.. The Nursing Clinics of North America, 54(1), 159–168. https://doi.org/10.1016/j.cnur.2018.10.003
Rubric
NURS_8503_Week1_Assignment1_Rubric
NURS_8503_Week1_Assignment1_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeSelect a
project management tool most appropriate to design and plan your project.
20 to >17.0 pts
Excellent
The plan is completed using a selected tool that is
clearly appropriate for the design and plan of the project.
17 to >15.0 pts
Good
The plan is completed using a selected tool that is
appropriate for the design and plan of the project.
15 to >13.0 pts
Fair
The plan is completed using a selected tool that is
vaguely appropriate for the design and plan of the project.
13 to >0 pts
Poor
The plan is completed using a selected tool that is not
appropriate for the design and plan of the project, or it is missing.
20 pts
This criterion is linked to a Learning OutcomeDevelop a
project management plan to design and plan your project.
40 to >0.0 pts
Excellent
A complete project management plan is submitted.
0 pts
Fair
0 pts
Good
0 pts
Poor
An incomplete project management plan is submitted, or
it is missing.
40 pts
This criterion is linked to a Learning OutcomeIdentify
SMART objectives to lead the project.
25 to >22.0 pts
Excellent
The plan includes SMART objectives that clearly align
with the project.
22 to >19.0 pts
Good
The plan includes SMART objectives that align with the
project.
19 to >17.0 pts
Fair
The plan includes SMART objectives that inaccurately or
vaguely align with the project.
17 to >0 pts
Poor
The plan includes SMART objectives that inaccurately or
vaguely align with the project, or it is missing.
25 pts
This criterion is linked to a Learning OutcomeWritten
Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow
logically, and demonstrate continuity of ideas. Sentences are carefully
focused—neither long and rambling nor short and lacking substance. A clear
and comprehensive purpose statement and introduction are provided that
delineate all required criteria.
5 to >4.0 pts
Excellent
Paragraphs and sentences follow writing standards for
flow, continuity, and clarity…. A clear and comprehensive purpose
statement, introduction, and conclusion are provided that delineate all
required criteria.
4 to >3.5 pts
Good
Paragraphs and sentences follow writing standards for
flow, continuity, and clarity 80% of the time. … Purpose, introduction,
and conclusion of the assignment are stated, yet they are brief and not
descriptive.
3.5 to >3.0 pts
Fair
Paragraphs and sentences follow writing standards for
flow, continuity, and clarity 60%–79% of the time. … Purpose,
introduction, and conclusion of the assignment are vague or off topic.
3 to >0 pts
Poor
Paragraphs and sentences follow writing standards for
flow, continuity, and clarity < 60% of the time. … Purpose statement,
introduction, and conclusion were not provided.
5 pts
This criterion is linked to a Learning OutcomeWritten
Expression and Formatting – English Writing Standards: Correct grammar,
mechanics, and proper punctuation
5 to >4.0 pts
Excellent
Uses correct grammar, spelling, and punctuation with no
errors
4 to >3.5 pts
Good
Contains a few (one or two) grammar, spelling, and
punctuation errors
3.5 to >3.0 pts
Fair
Contains several (three or four) grammar, spelling, and
punctuation errors
3 to >0 pts
Poor
Contains many (more than five) grammar, spelling, and
punctuation errors that interfere with the reader’s understanding
5 pts
This criterion is linked to a Learning OutcomeWritten
Expression and Formatting – The paper follows correct APA format for title
page, headings, font, spacing, margins, indentations, page numbers,
parenthetical/in-text citations, and reference list.
5 to >4.0 pts
Excellent
Uses correct APA format with no errors
4 to >3.5 pts
Good
Contains a few (one or two) APA format errors
3.5 to >3.0 pts
Fair
Contains several (three or four) APA format errors
3 to >0 pts
Poor
Contains many (more than five) APA format errors
5 pts
Total Points: 100
