Develop a 4-6 page plan that will allow you to evaluate your intervention.
You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.
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.
6. Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
· Demonstrate completion of hours toward the practicum experience.
See the scoring guide for specific grading criteria related to these additional requirements.
·
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Running Head: Evaluation Plan Design 1
Evaluation Plan Design
Student
Institution
Date
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EVALUATION PLAN DESIGN 2
Evaluation of Plan
Streamlining education has many benefits to the subacute rehabilitation centers. Among
the most essential is making organizational information digestible and downloadable. When
users alleviate some communication channels and minimize others, they reduce the amount of
information in their inboxes, be it is digital or paper. Once everything has been channeled, they
can merely screen their inboxes from most recent to least recent and determine what needs to be
addressed first. Since everything is in one place, it becomes easily digestible. It’s easy to
duplicate appointments, have double bookings, or miss briefings if the organization has multiple
communication channels. Furthermore, because streamlining communication makes
the communication process shorter, and to the point, end users’ comprehension improves
significantly.
Secondly, streamlining communication is meant to promote accountability and
understanding. When communication is streamlined, all parties benefit from an improved
understanding of the information. Monitored, dependable channels of communication allow both
sender and recipient to have confidence in the information communicated. Then, since
the organization reduced the amount of communication channels, every recipient can be held
accountable more easily. It is furthermore easier to evaluate recall when users are sure of the
timeliness. Moreover, personnel can process information more effectively when it is conveyed in
smaller bits, is clearly aimed, and is simple to reference. This also raises the chances of them
remembering and organizing the information for prospective use.
Thirdly, streamlining communication should lead to enhanced teamwork among
personnel. Greater teamwork results from streamlined communication. By synchronizing the
communication system, an organization will have more opportunity to form connections. This is
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EVALUATION PLAN DESIGN 3
mostly due to the fact that if communication is designed to generate regular points of connection,
a strong sense of community will emerge. This collaborative environment promotes scheduling
subs, taking on new programs, and adhering to new regulations and standards. Once compliance
is routine, management is no longer required to be a babysitter, and they can return to mentoring,
instructing, and fostering an atmosphere in which efficiency thrives and employees are content.
Evaluation is the sixth Standard of Practice set by the ANA. Once an intervention is
established it is important to evaluate it to determine its success. Evaluation emphasizes on the
efficacy of the intervention by assessing the predicted objectives to see if they were achieved
within the time limits specified (Lichfield et al., 2016). Below is the evaluation plan of the
intervention covered in this project. To begin, I will create a conceptual model of the
intervention and pinpoint essential evaluation points. This guarantees that all team members and
stakeholders comprehend the intervention’s layout and intended results, and it aids in focusing on
the most essential aspects of the project.
Secondly, I’ll develop assessment questions and identify quantifiable results (Lichfield et
al., 2016). Results can be separated into short-term and long-term results, or characterized by the
amount of persons impacted by the initiative in the short duration vs the total alterations that may
not happen till after the initiative is completed. Thirdly, I will create a suitable evaluation design
(Lichfield et al., 2016). An effective evaluation displays the most important information
regarding the intervention’s aims while also addressing its flaws. When creating an assessment
plan, you must firstly decide who and when will be assessed, and then choose a methodological
approach and data collecting devices. Following that, I would gather data through the use of
questionnaires (Lichfield et al., 2016). This is because questionnaires are a more cost-effective
and time-efficient way of evaluating the conduct, attitudes, preferences, views, and intents of a
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EVALUATION PLAN DESIGN 4
reasonably substantial group of people than other approaches. The final stage is to assess data to
determine whether the intervention was successful in meeting the goals that were set (Lichfield et
al., 2016).
Discussion
Advocacy
Nurses are on the front lines of patient care, so it stands to reason that these skilled and
committed professionals are also at the frontline of a fierce drive to improve the quality and
experience of care. This urge to impact transformation manifests itself in a multitude of ways, as
diverse as the situations confronting individual nurses, the biggest sector of the healthcare
profession. Nurses are more than ever pushing aggressive patient care reform proposals due to
their incorporation into all aspects of care. Among the ways nurses do this is through advocating
for patients (Goodman, 2012). Advocacy is a key term in nursing practice, and it is commonly
used to characterize the nurse-patient interaction. Nursing advocacy derives from a nursing
concept in which nursing profession is the support of an individual to enhance his or her own
wellbeing, as perceived by that individual. Advocacy is crucial as it can lower the likelihood of
mistakes and patient damage (Goodman, 2012). In the first instance, nurses may be required to
act in favor of their patients and work with the medical staff if complications arise. Patient
advocates protect patients’ decisions, rights, and confidentiality.
Streamlining communication can help nurses in their quest to advocate for patients
through improving communication, and thus bettering interprofessional collaboration. Good
communication among team members leads to improved collaboration, which allows employees
to complete duties more efficiently. For nurses, it means that they can easily advocate for their
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EVALUATION PLAN DESIGN 5
patients. This is because communication between nurses, patients, and healthcare professionals is
a critical element of providing good health care. Nurses, in addition to communicating with
patients, have an indirect or direct impact on doctor-patient discussions. Nurses frequently act as
liaisons or mediators between a patient’s different doctors and other medical providers. This
implies that nurses are typically the best persons to spot mistakes, correct them, or inquire about
contradicting information from various doctors.
Future Steps
Streamlining communication can be improved upon to create a bigger impact through
integrating it with bottom-up communication approach. Bottom-up communication entails
incorporating all personnel, their opinions, and their impressions of the organization in attempt to
reach the most informed decisions (Dutta, 2013). When there is a gap in the information flow
across hierarchical tiers within the rehabilitation facilities, they become subject to leadership
issues such as excessive turnover, complacency, and disinformation. Bottom-up communication
is critical to enhancing medical practitioners’ experiences within the institutions (Dutta, 2013).
Furthermore, involving all levels of personnel in the internal communication plan opens up a
conduit for ideas to flow. Using team communication platforms engages personnel and accelerate
creativity. Internal communication systems enable the institution to tap into the various pool of
ideas that exists within the workforce, that can allow the institution to take full advantage of
emerging technology and care models to improve outcomes and safety.
Reflection on Leading Change and Improvement
This project has greatly impacted my ability to lead change and improvement both in
personal practice and future leadership positions. In personal practice, it has impacted my ability
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EVALUATION PLAN DESIGN 6
to lead change and improvement through making me realize that nursing practice necessitates
competencies that must be incorporated both to practice and in collaboration with other health
professionals. In care contexts, leading change and improvement needs taking responsibility for
pointing out issues and inefficiencies, developing and executing improvement plans, tracking the
effectiveness of the plan, and making required changes to reach the established objectives.
Functioning as major patient advocates, nurses must be invested in decision-taking, particularly
on ways to enhance the delivery of care. In prospective leadership opportunities, this project has
helped me realize that sturdy leadership is essential to understand the idea of a changed health
care system. Though the masses do not view nurses as potential leaders, all nurses have to
become leaders in the development, execution, and assessment of, and advocacy for, necessary
improvements on medical systems.
Streamlining communication in rehabilitation centers can be transferred into my personal
practice to drive quality improvement in other contexts by the use of a goal-setting system to
ensure worker commitment. Employee engagement is a complicated thing, but a great starting
point is to provide clarity around two key questions, what is the company trying to achieve and
how do I contribute to achieving that goal? Worker commitment is a complex issue to tackle but
an excellent onset is to establish clarity on two essential questions. These are what is the
institution looking to attain and what is my part to play in attaining that objective?
Communication is not merely in regards to dialogue, rather it further pertains clarifying worker’s
purpose and clarity of responsibility, especially in regards to activity and outputs.
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EVALUATION PLAN DESIGN 7
References
Dutta, S. (2013). BUSINESS COMMUNICATION. PHI Learning Pvt. Ltd.
Goodman, T. (2012). Advocacy. Saunders, an imprint of Elsevier, Inc.
Lichfield, N., Kettle, P., & Whitbread, M. (2016). Evaluation in the Planning Process: The
Urban and Regional Planning Series (10th ed.). Elsevier.
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Evaluation Plan Design
Tashona Jamison
School of Nursing Health Sciences, Capella University
NURS-FPX 6030 MSN Practicum and Capstone
Dr. Hooven
June 1, 2022
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Evaluation Plan Design
Setting a performance standard, evaluating the results of company activities, and
comparing the results to the standard are all part of the evaluation process. When it comes to
conducting a project, having a plan is crucial (Beasley et al., 2018). It will optimize the
program’s benefits. The major goal at the high school is to reduce obesity among diabetic
students by providing a resource that is accessible to faculty and staff. The health of the students
will improve if the resource is used consistently. The student will maintain a healthy weight for
as long as possible, according to the desired outcomes. Maintains a healthy weight, participates
in an exercise program twice a week for thirty minutes each day and gains knowledge about
diabetes and obesity control.
The defined outcomes show what the intervention hopes to achieve by capturing
fundamental features of multifactorial customized diabetes and obesity management as captured
in the intervention plan’s components. Intervention components aim to preserve the student’s
physical health, improve education, promote physical fitness independence, and maintain proper
nutrition. Advantages can include anything as simple as a simple, crucial outcome measure that
has already been recorded by students’ doctors. Some examples of challenges are: Because of the
increased student load, educators are now liable for wellness issues that are outside their normal
scope. When results are assessed and published, it encourages improvement and the adoption of
best practices, which leads to even better results (Beasley et al., 2018). Faculty and staff, medical
records, and observations are all possible sources of outcome data. To ensure consistency in data
collecting methods, the faculty responsible for reviewing data must be taught in data gathering
methods and assessed for reliability. Face-to-face interviews, emails, and zoom conferencing are
all technological possibilities that could help with data collection. By comparing pre- and post-
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implementation metrics, evaluation measures are assessed. For a better analysis, students’
physicals will be compared. Statistical flow charts can be useful to assess throughout time when
evaluation measurements are obtained at different times before and after deployment. The
intervention team will also select how to present data to show the impact on care quality and
cost. Faculty will examine up to 5 students per week to see if obesity evaluations are completed
at least twice daily. The data will be grouped into monthly time intervals.
Discussion
Nurses have a professional responsibility to assess and report on the appropriateness and
efficacy of treatment. This information helps to enhance the quality of care. The nurse has a
unique role within the team and is frequently referred to as the team leader because the nurse is
in charge of communication coordination (Beasley et al., 2018). Through the field of school
nursing, the present intervention plan has an impact on the nursing profession. She is concerned
with evaluating students’ health and functioning state. While planning, implementing and
satisfying recognized needs for student health. She will assess their healthcare and provide
recommendations. The school nurse will improve the students’ quality of life.
Because it will involve a team of professionals from several disciplines, the intervention
plan will have an impact on interprofessional teamwork. This will improve collaborative
concepts such as effective communication, goal formulation, and making well-informed
judgments. As the primary intervention, the approach emphasizes nutrition and activity. Other
management measures, such as pharmacological therapy and psychiatric therapies, can help
improve the strategy. In terms of technology, the plan can use Zoom conferencing to
communicate with students and instructors at the high school. It enables conferencing, a
comprehensive unified communications platform for teaching, learning, and collaboration in
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educational settings. In terms of evolving care models, the intervention strategy should focus on
improved home care and aftercare, with the goal of improving student services and results.
Family involvement in an older person’s health care has been found to increase a patient’s mental
health and drive to complete their treatment plan (Magkos et al., 2020).
Reflection on Leading Change and Improvement
By recognizing the necessity of transformational leadership, my project has influenced
my ability to lead change. I’ve also discovered the value of doing research. Transformational
leadership is a strategy in which a leader inspires and motivates team members to make positive
changes inside an organization, and I believe that transformational leaders are best suited to lead
change. My study was based on peer-reviewed academic publications for researchers and
specialists. As a result, leaders should create evidence-based content with the goal of hardwiring
the behaviors that have been shown to have the greatest influence on patient outcomes.
In my future leadership roles, I plan to prioritize effective communication as a means of
leading change. Within health care teams, health communication methods must be devised to
foster teamwork and the sharing of essential information. Communication also improves when
clear information is provided. When communication is successful, all parties involved feel
content and accomplished. There is no space for misunderstanding or change of messages when
messages are delivered properly, which reduces the risk of conflict.
The intervention, implementation, and assessment plans that have been created can be put
into action. Patient and family education, as well as being used as a training tool Patients and
their families can learn about the link between diabetes and obesity through the plans. It is also
possible to teach about the importance of nutrition in avoiding and managing diabetes. This
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useful resource provides teachers with essential resources to make lesson planning using various
educational paradigms simple.
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References
Beasley, S. F., Farmer, S., Ard, N., & Nunn-Ellison, K. (2018). Systematic plan of evaluation part
i: Assessment of end-of-program student learning outcomes. Teaching and Learning in
Nursing, 13(1), 3–8. https://doi.org/10.1016/j.teln.2017.09.003
Elgie, R. (2017). Making sense of leadership outcomes. In Political leadership (pp. 33–60).
Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-34622-3_2
Magkos, F., Hjorth, M. F., & Astrup, A. (2020). Diet and exercise in the prevention and treatment
of type 2 diabetes mellitus. Nature Reviews Endocrinology, 16(10), 545–555.
https://doi.org/10.1038/s41574-020-0381-5
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