Chamberlain Evidence Based Practice Change Project
Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes. Chamberlain Evidence Based Practice Change Project
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment: (Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the Assessment table (1 slide)
An explanation about what you learned from completing the levels of evidence table (1 slide)
An explanation about what you learned from completing the outcomes synthesis table (1 slide)
Chamberlain Evidence Based Practice Change Project
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)
Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Retrieved from https://jamanetwork.com/journals/jama/article-abst…
Note: You will access this article from the Walden Library databases.
Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC47883…
Note: You will access this article from the Walden Library databases.
Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483
Note: You will access this article from the Walden Library databases.
Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x
Note: You will access this article from the Walden Library databases.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Chamberlain Evidence Based Practice Change Project
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include 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.
Chamberlain EBP Change Project
Part 5 of the Evidence-Based Project: Changing Practices
Collecting evidence is an action with a goal. For example, law enforcement officers gather evidence to charge suspects. Similarly, evidence-based healthcare practitioners gather data to support decisions. Chamberlain EBP Change Project
In this assignment, you will identify a problem or opportunity for change inside your healthcare organization and propose an EBP-based solution.
Prep:
Consider the four peer-reviewed articles you evaluated in Module 4.
Reflect on your present healthcare organization and consider evidence-based transformation options.
The Task: (Project)
Part 5: Changing Evidence-Based Practice
Create an 8- to 9-slide PowerPoint presentation that includes:
Describe your healthcare organization’s culture and willingness to change. (You can make some parts of this anonymous, such your firm name.)
DESCRIBE THE CURRENT PROBLEM OR Include the need for change, the issue’s scope, the stakeholders involved, and the risks associated with change implementation in general.
Propose an EBP-based suggestion for a change in practice. If you don’t find enough evidence, you may need to do more study.
Describe your plan for knowledge production, dissemination, organizational adoption, and implementation.
Describe the measurable effects you expect from this evidence-based change.
Help your thinking with APA citations of the evidence-based peer-reviewed papers.
Add a section titled “Lessons Learned”
A overview of your previous peer-reviewed paper critiques
How did you learn by completing the Assessment table? (1 slide)
What you learned by finishing the evidence levels table (1 slide)
Explain what you learnt from the results synthesis table (1 slide)
Chamberlain Readings for the EBPCP
Melnyk, B. M., & E. (2018). Evidence-based nursing and healthcare practice: A guide (4th ed.). Wolters Kluwer, Philadelphia.
(pp. 219–232)
T. C. Hoffman, V. M. Montori, & C. (2014). Evidence-based medicine and collaborative decision-making JAMA, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Journal of American Medical Association Article Abstracts
This article is available from the Walden Library databases.
Kon, A. A., et al (2016). Shared decision making in Intensive Care Units: An ACCM/ATS policy statement. 188–201 in Critical Care Medicine. doi:10.1097/CCM.0000000000001396. Source: https://www.ncbi.nlm.nih.gov/PMC47883
This article is available from the Walden Library databases.
Opperman, C., et al (2016). Professional development ROI measurement: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184.
This article is available from the Walden Library databases.
P. C. Schroy, S. Mylvaganam, and P. (2014). provider views on a colorectal cancer screening decision Helpance to aid shared decision making. Health Expectations, 17(1), 27–35.
This article is available from the Walden Library databases.
Proofread your work. Dependence on your computer’s spell- and grammar-checker implies a lack of effort on your behalf, and your grade will suffer accordingly. Mispelled words and grammatical errors will be fined. Before submitting your paper, read it aloud and in silence, making any required adjustments. It helps to have a buddy proofread your writing for obvious mistakes. Handwritten corrections beat uncorrected errors.
Use a 10-12 point typeface (10-12 characters per inch). Smaller type, narrow margins, and single-spaced articles are difficult to read. It is best to let your essay go above the recommended page count than to attempt and squeeze it in.
APA Format and Writing Quality
Familiarize yourself with 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 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. Chamberlain Evidence Based Practice Change Project.
