NUR 681 Integration of Evidence for Advanced Practice

Course Overview

This course offers college students an opportunity to develop a proposal for an evidence-based practice project aimed at addressing issues or concerns in professional practice. Students will identify a problem suitable for research-based intervention, conduct a literature search, propose a solution, create a plan for implementation, evaluate the outcomes, and disseminate the findings. The identified problems should align with the students’ specialty tracks: adult-gerontology primary care nurse practitioner and family nurse practitioner.

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Learning Outcomes

The course aligns with the Christ-centered mission of the SAU Nursing Department, which focuses on empowering advanced practice professional nurses. The integration of faith and learning is a core aspect of the SAU Concept. The curriculum incorporates Professional Skills, Critical Reasoning, Theory Application, and Evidence-Based Practice based on the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education in Nursing.

Upon completion of NUR 681, students will be able to meet the following learning objectives and AACN Essentials of Master’s Education in Nursing that align with the SAU Model of Graduate Nursing Education.

Professional Skills

– Analyze data and evidence to improve advanced nursing practice.
– Utilize the best available evidence for continuous improvement in clinical practice.

Critical Reasoning

– Develop new practice approaches based on the integration of research, theory, and practice knowledge.
– Advance practice through innovation and change principles.

Theory Application

– Apply clinical investigative skills to enhance health outcomes.
– Integrate knowledge from humanities and sciences into nursing science.

Evidence-Based Practice

– Translate research and other knowledge to enhance practice processes and outcomes.
– Disseminate evidence to diverse audiences using multiple modalities.

NUR 681 Integration of Evidence for Advanced Practice

Resources
Required Texts

– Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer Health. ISBN-13: 978-1-4963-8453-9

Repeating Textbooks

– American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Supplemental Resources on Blackboard

– American Journal of Nursing. (2020, February 4). Evidence-based practice, step by step.
This web page is a collection of articles.

– Bettany-Saltikov, J. (2012). How to do a systematic literature review in nursing: A step-by-step guide. Open University Press, McGraw-Hill Education.

– Melnyk, B. M., Gallagher-Ford, L., & Fineout-Overholt, E. (2017). Implementing the evidence-based practice (EBP) competencies in healthcare: A practical guide for improving quality, safety, and outcomes. Sigma Theta Tau International.

Grading Guidelines

Grading Scale

– A: 95-100%
– A-: 90-94%
– B+: 87-89%
– B: 83-86%
– B-: 80-82%
– C+: 77-79%
– C: 73-76%
– C-: 70-72%
– D+: 67-69%
– D: 66%
– U: lower than 65%
– I: Incomplete

Overall Directions

– Prepare all assignments according to APA (American Psychological Association) Style.
– Review the rubric before beginning each assignment to understand the expectations.
– Submit each paper assignment to SafeAssign and include the resulting report with the uploaded assignment.

Course Schedule

Course Overview

This course provides an opportunity for students to develop an evidence-based practice project proposal that addresses a problem, issue, or concern in professional practice. Students identify a problem amenable to research-based intervention; search literature; propose a solution; and develop a plan to implement the solution, evaluate its outcome(s), and disseminate the findings. Problems identified are those that are appropriate to students’ specialty tracks: adult – gerontology primary care nurse practitioner, and family nurse practitioner.

Learning Outcomes

Each course in the MSN curriculum follows the Christ-centered mission of the SAU Nursing Department, which is to develop and empower advanced practice professional nurses. For SAU, the mission of graduate nursing education is devoted to integrating our faith and learning exemplified by the SAU Concept. This integration starts with the conviction that God is already in us and in the classroom, and we are engaged in blending or uniting our Christian beliefs with our intellectual pursuits of knowledge to interpret and inform our nursing practice NUR 681 Integration of Evidence for Advanced Practice.

The SAU Model of Graduate Nursing Education incorporates Professional Skills, Critical Reasoning, Theory Application, and Evidence-Based Practice through application of the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education in Nursing. The Essentials include: I. Background for Practice from Sciences and Humanities, II. Organizational and Systems Leadership, III. Quality Improvement and Safety, IV. Translating and Integrating Scholarship into Practice, V. Informatics and Healthcare Technologies, VI. Health Policy and Advocacy, VII. Interprofessional Collaboration for Improving Patient and Population Health Outcomes, VIII. Clinical Prevention and Population Health for Improving Health, and IX. Master’s-Level Nursing Practice.

At the completion of NUR 681, the student will be able to meet the following learning objectives and AACN Essentials of Master’s Education in Nursing that align with the SAU Model of Graduate Nursing Education.

Professional Skills

Critically analyzes data and evidence for improving advanced nursing practice. Scientific Foundation – 1
Uses best available evidence to continuously improve quality of clinical practice. Quality – 1

Critical Reasoning

Develops new practice approaches based on the integration of research, theory, and practice knowledge. Scientific Foundation – 1
Advances practice through the development and implementation of innovations incorporating principles of change. Leadership – 5

Theory Application

Applies clinical investigative skills to improve health outcomes. Practice Inquiry – 1
Integrates knowledge from the humanities and sciences within the context of nursing science. Scientific Foundation – 2

Evidence-Based Practice

Translates research and other forms of knowledge to improve practice processes and outcomes. Scientific Foundation – 3
Disseminates evidence from inquiry to diverse audiences using multiple modalities x. Practice Inquiry – 5

NUR 681 Integration of Evidence for Advanced Practice

Resources

Required Texts

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer Health. ISBN-13: 978-1-4963-8453-9

Repeating Textbooks

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Supplemental Resources on Blackboard

American Journal of Nursing. (2020, February 4). Evidence-based practice, step by step.

This web page is a collection of articles.

Bettany-Saltikov, J. (2012). How to do a systematic literature review in nursing: A step-by-step guide. Open University Press, McGraw-Hill Education.

Melnyk, B. M., Gallagher-Ford, L., & Fineout-Overholt, E. (2017). Implementing the evidence- based practice (EBP) competencies in healthcare: A practical guide for improving quality, safety, and outcomes. Sigma Theta Tau International.

Grading Guidelines

Assignment	Points Possible	Points Earned	Due
Discussion Boards (16 points x 7 discussions)	112 points		Weekly
Section A	28 points		Week 1
Section B	36 points		Week 2
Section C	36 points		Week 3
Section D	60 points		Week 4
Section E	32 points		Week 5
Section F	36 points		Week 6
EBP Proposal Final Paper	36 points		Week 7
Total NUR 681 Integration of Evidence for Advanced Practice	376 points

A 95-100%

A- 90-94%

B+ 87-89%

B 83-86%

B- 80-82%

C+ 77-79%

C 73-76%

C- 70-72%

D+ 67-69%

D 66%

U lower than 65%

I Incomplete

Overall Directions

Prepare all assignments according to APA (American Psychological Association) Style (2010). An abstract and Table of Contents are not required.
All assignments have a rubric. Please, review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit each paper assignment to SafeAssign and include the resulting report with the uploaded assignment. Refer to the directions in Blackboard.

Course Schedule

Week	Readings	Assignments
1	● Articles and Links (6)	● Section A: Organizational Culture and Readiness Assessment ● Discussion Board
2	● Melnyk & Fineout-Overholt (2019), Chapter 3 ● Articles and Links (2)	● Section B: Problem Description ● Discussion Board
3	● Articles and Links (3)	● Section C: Literature Support ● Discussion Board
4	● Melnyk & Fineout-Overholt (2019), Chapters 7, 8	● Section D: Solution Description ● Discussion Board
5	● Melnyk & Fineout-Overholt (2019), Chapter 14 ● Articles and Links (2)	● Section E: Change Model ● Discussion Board
6	● Melnyk & Fineout-Overholt (2019), Chapters 9, 10	● Section F: Implementation Plan ● Discussion Board
7	● Melnyk & Fineout-Overholt (2019), Chapter 20 ● Article (1)	● EBP Proposal Final Paper ● Discussion Board

NUR 681 Integration of Evidence for Advanced Practice

Week 1

Topics

Evidence-Based Practice

Learning Objectives

Identify problems, issues, or concerns in the professional work setting that are amenable to a research-based intervention using the PICOT format (population, intervention, comparison, outcomes, and timeframe).
Understand how to determine organizational readiness for change.
Determine feasibility of specific change projects.

Reading Due

Read

(n.d.). Evidence based practice toolkit for nursing.
Eberhart, A. E. (2014). Quality improvement needs assessment for evidence-based practice readiness in primary care [Unpublished doctoral dissertation]. Graduate School of The Ohio State University.
- Example of a finished project.
Yoo, J. Y., Kim, J. H., Kim, J. S., Kim, H. L., & Ki, J. S. (2019). Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: The first step to creating an evidence-based practice culture. PloS one, 14(12), e0226742. https://doi.org/10.1371/journal.pone.0226742
Duke University. (n.d.). Model one: Intro to EBP.
- This website is a good review of EBP that you had in NUR551. It may be helpful as a guide for this course.
S. Department of Health and Human Services. (n.d.). Readiness assessment & developing project aims.
Agency for Healthcare Research and Quality. (2015, August). Readiness Assessment.

Review

Organizational culture and system wide interrogation of EBP survey, EBP beliefs, and EBP implementation scale in Appendix K of Melnyk & Fineout-Overholt (2019).

Examples of EBP Topics for Project

AAFP
North Dakota center for Nursing: Please choose from Family Practice or Geriatric/Long-Term care topics.

Assignments Due

Acknowledgment Quiz

Points Possible: Ungraded

Due: Wednesday, 11:59 p.m. EST/EDT

After reviewing the Textbooks & Information area, the student will complete a short quiz to acknowledge that he or she reviewed the syllabus, grading rubrics, and SAU’s Policy on Academic Integrity. Completion of the quiz counts for attendance in Week 1 of the course. By clicking Yes, you acknowledge that you completed and understood the required tasks NUR 681 Integration of Evidence for Advanced Practice.

2. Evidence-Based Proposal – Introduction

This is the beginning of the Evidence-Based Practice Proposal, which will be completed by writing a section each week and editing the document with feedback from the professor each week. The final product is due in Week 7 and is the culmination of the course. Each week the section due will be graded and returned with suggestions for improvement. Students need to make the suggested changes and/or add to the document for the final grading process.

3. Section A: Organizational Culture and Readiness Assessment

Points Possible: 28 points

Due: Sunday, 11:59 p.m. EST/EDT

Before making a case for an evidence-based project, it is essential to understand the culture of the organization in order to begin assessing its readiness for EBP implementation.

Complete an assessment of your clinical practice site using questions from the samples in the Week 1 Bb folder, “Organizational Culture and Readiness for System-Wide Integration of EBP Survey,” “EBP Beliefs,” and “EBP Implementation Scale.” Use as many questions from these samples to accurately assess readiness for change in your organization. You will use personal reflection of your experience in the clinical setting. The setting may be your job site or a student clinical placement.

NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

Develop an analysis summary of at least 250 words from the results of your questions addressing your organization’s readiness level, possible project barriers and facilitators, as well as how to integrate clinical inquiry. Make sure to include the rationale for your answers on the questionnaire, incorporating details and examples. Also, explain how to integrate more clinical inquiry into the organization, providing strategies that strengthen the organization’s weaker areas. The actual questionnaire results do not need to be included.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, revise Section A: Organizational Culture and Readiness Assessment for your final paper submission. This will be a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionA1.docx

4. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

Review the “Rapid Critical Appraisal Checklists” Appendix B in your course text. You should save this tool and use it throughout the development of the PICOT question, problem description, and literature review. Begin the development of your PICOT question using the following resource: Melnyk & Fineout-Overholt, Appendix A: Template for Asking Clinical Questions.

Formulate your PICOT question and post it to the Week 1 Discussion Board. Respond to at least two other statements, providing feedback on their clinical questions regarding relevance to primary care practice. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified. Also, refer to the “PICOT: Components of an Answerable, Searchable Question” Table 2.2 in your text, p. 40. If one PICOT statement has at least three feedback posts, move to another statement. You will be using the feedback to make revisions to your PICOT question before using it in your Section B of Final Proposal: Problem Description assignment.

Respond to at least 2 other statements, providing feedback on their clinical questions regarding relevance to primary care practice. Review the statements to see if the clinical issue is clearly defined and that all aspects are identified NUR 681 Integration of Evidence for Advanced Practice.

See the Discussion Boards and Blackboard Netiquette policies in the Course Expectations of this syllabus. Include required readings and outside references for your Discussion Board post. Respond to at least two of your peers’ posts. Your responses should be substantive and supported by cited sources.

Week 2

Topics

Making the Case for Evidence-Based Practice

Learning Objectives

Analyze practice versus research to recognize a change.
Assess stakeholders, team roles, and leadership skills needed to bring about change.
Create EBP objectives that are aligned to measurable outcomes.

Reading Due

Melnyk & Fineout-Overholt (2019):
- Chapter 3: Finding relevant evidence to answer clinical questions: Tools for Finding the Needle in the Haystack, pp. 55-92.
(n.d.). Topics.
- This resource has topics that may give you specific information on change projects. It also has research reports, sources of data and tools useful to translating evidence into practice.
Stevens, K., Marcley, S., DeGrazia, M., & Schuler, E. (2019, July 12). The Stevens Star Model of Knowledge Transformation to improve care and outcomes [Video]. OPENPediatrics.

Assignments Due

1. Section B: Problem Description

Points Possible: 36 points

Due: Sunday, 11:59 p.m. EST/EDT

Write a paper of 500-750 words (not including the title page and reference page) on your proposed problem description for your EBP project. The paper should address the following:

Describe the background of the problem. Tell the story of the issue and why it deserves attention. Identify the stakeholders/change agents and who or what organizations are concerned, may benefit from, or are affected by this proposal. List the interested parties, patients, students, agencies, Joint Commission, etc. Use the feedback from this week’s (Week 2) Discussion Board post, and refine your PICOT question for the final proposal. Make sure that the question fits with your graduate degree specialization.
State the purpose or goal and project objectives in specific, realistic, and measurable terms. The objective should address what is to be gained. This is a restatement of the question, providing focus on how to answer the question.
Provide supportive rationale that the problem or issue is an important one for nursing to resolve; use relevant professional literature sources.
Develop an initial reference list to assure that there is adequate literature to support your evidence-based practice project. The majority of references should be research articles. However, national sources such as Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS), Department of Health and Human Resources (HHS), or the Agency for Healthcare Research and Quality (AHRQ), and others may be used when you are gathering statistics to provide the rationale for the problem.

Once you get into the literature, you may find there is very little research to support your topic and you will have to start all over again. Remember, in order for this to be an evidence-based project, you must have enough evidence to introduce this as a desired practice change. If you find that you do not have enough supporting evidence to change a practice, further research would need to be conducted NUR 681 Integration of Evidence for Advanced Practice.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, refine Section B: Problem Description for your final submission. This is a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionB2.docx

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

Answer this question in a minimum 250-word post in the Week 2 Discussion Board: What strategies will you use in your new practice as an APN to review and critique literature pertinent to your practice? Respond to at least two others.

Week 3

Topics

Critical Appraisal of the Evidence

Learning Objectives

Formulate research support.
Critically appraise the best available evidence for the proposed solution.
Recognize the validity and reliability of clinical recommendations for practice.

Reading Due

Bramer et al. Systematic Reviews (2016) 5:39.
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. AJN The American Journal of Nursing, 110(7), 47-52.
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-Based Practice, Step by Step: Critical Appraisal of the Evidence: Part II: Digging deeper—examining the “keeper” studies. AJN The American Journal of Nursing, 110(9), 41-48.

Assignments Due

1. Section C: Literature Support

Points Possible: 36 pints

Due: Sunday, 11:59 p.m. EST/EDT

To begin, work through the reference list you created in Section B: Problem Description. Appraise each resource using the one of the “Rapid Critical Appraisal Checklists” located in Appendix B, pp. 708-722 of the Melnyk & Fineout-Overholt text in the course materials or other literature review tools such as the ones used in NUR 551 in the Johns Hopkins Model. The specific checklist you use will be determined by the type of evidence within the resource (i.e., case-control studies, or cohort studies, etc.).

Develop an “Evidence Synthesis” table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the “Evaluation and Synthesis Tables” templates in Appendix C, pp. 723-727 of the Melnyk & Fineout-Overholt text, or you may use this table that uses the PICO to summarize the research studies:

Author, title,

journal

Population

Intervention

Comparison

Outcome

Validity

Write a narrative of 750-1,000 words (not including the title page and reference list) that presents the research support for the project’s problem and proposed solution. Make sure to do the following:

Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
Incorporate a description of the validity of the internal and external research.

It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles. Please, submit the checklist information and the evaluation table you design for the instructor as well as the narrative that summarizes the information.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionC3.docx

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

What factors must be assessed when critically appraising quantitative studies? Which is the most important? Why? Submit answers in a 250-word post and respond to two peers.

Week 4

Topics

Analyzing Evidence-Based Practice Outcomes

Learning Objectives

Critique measurements for expected outcomes (validity and reliability).
Describe the obstacles or barriers to implementing evidence-based practice.
Explain why patient values and clinical judgment must be considered before applying the evidence in clinical decision making for an individual patient.

Reading Due

Melnyk & Fineout-Overholt (2019):
- Chapter 7: Integration of Patient Preferences and Values and Clinician Expertise into Evidence-Based Decision-Making, pp. 219-232.
- Chapter 8: Advancing Optimal Care with Clinical Practice Guidelines and Evidence based Recommendations, pp. 233-256.

Assignments Due

1. Section D: Solution Description

Points Possible: 60 points

Due: Sunday, 11:59 p.m. EST/EDT

Write a paper of 500-750 words (not including the title page and reference list) for your proposed evidence-based practice project solution. Address the following criteria:

Proposed Solution:
- Describe the proposed solution (or intervention) for the problem and the way(s) in which it is consistent with current evidence. Heavily reference and provide substantial evidence for your solution or intervention.
- Consider if the intervention may be unrealistic in your setting, too costly, or there is a lack of appropriate training available to deliver the intervention. If the intervention is unrealistic, you may need to go back and make changes to your PICOT before continuing.
Organization Culture: Explain the way(s) in which the proposed solution is consistent with the organization or community culture and resources.
Expected Outcomes: Explain the expected outcomes of the project. The outcomes should flow from the PICOT.
Method/s to Achieve Outcomes: Develop an outline of how the outcomes will be achieved. List any specific barriers that will need to be assessed and eliminated. Make sure to mention any assumptions or limitations that may need to be addressed.
Outcome Impact: Describe the impact the outcomes will have on one or all of the following indicators: quality care improvement, patient-centered quality care, efficiency of processes, environmental changes, and/or professional expertise.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, refine Section D: Solution Description for your final submission. This will be a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionD4.docx

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

Conducting research projects while ensuring the protection of human subjects is necessary. What are some methods to protect personal rights of someone in one of the groups that is labeled as vulnerable? Justify your rationale. Post your 250-word initial post and respond to two classmates.

Week 5

Topics

Evidence-Based Practice Implementation Model

Learning Objectives

Analyze the components associated with implementing evidence-based practice.
Differentiate between the following models for applying evidence-based practice: Stetler model, Iowa model, and the ARCC model NUR 681 Integration of Evidence for Advanced Practice.

Reading Due

Melnyk & Fineout-Overholt (2019):
- Chapter 14: Models to guide implementation and sustainability of evidence-based practice, pp. 378-427.
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10(53), 1-13.
- Open Access
Sigma Global Nursing Excellence. (2017, September 17). Iowa model of evidence-
based practice: Revisions and validation Worldviews on Evidence-Based Nursing.
https://sigmapubs.onlinelibrary.wiley.com/doi/abs/10.1111/wvn.12223

Assignments Due

1. Section E: Change Model

Points Possible: 32 points

Due: Sunday, 11:59 p.m. EST/EDT

In 500-750 words (not including the title page and reference page), critique change models for feasibility for your practice problem.

Review the resources that describe the following change implementation models:

Stetler model of evidence-based practice
Advancing Research and Clinical Practice through Close Collaboration model (ARCC)
Iowa model of evidence-based practice to promote quality care

You will use one of these models in the actual implementation plan for Week 6. For this Week 5 assignment, analyze the above models for suitability to use in your proposed practice change described in the previous sections of your proposal.

Include the following:

Assumptions of the model – “assumptions, aims and other characteristics, which have implications for their use” (Nilsen, 2015) must be recognized in order to determine the best model to follow.
Evidence that the model can be used for your type of project (i.e., primary care versus acute care).
Able to guide the process of implementation for your project. In other words, you can use the model to create objectives for the process of implementation, and it will describe what you want to do in your project very well.

In addition, create a conceptual model of your project. This model may be a combination of elements from the three models above or a self-determined diagram that allows the reader to see your whole project pictorially. Submit a draft of the conceptual model you design in this week as an appendix on a separate page, so it can be reviewed by your instructor. The final version of the conceptual model will be due in the appendices of the final paper.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, refine Section E: Change Model for your final submission. This will be a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionE5.docx

ORDER A CUSTOM-WRITTEN PAPER OR EXAM HERE

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

Why is it important to incorporate a theory or model related to change when implementing practice changes? Does the benefit of incorporating a change model outweigh the time and effort it took to include it? Post your answer to these questions in a 250-word post and respond to two other classmates.

Week 6

Topics

Evidence-Based Practice Implementation Model

Learning Objectives

Using an EBP model describe a plan for implementing a change project.
Develop strategies to counter opposition and facilitate change.
Design processes to evaluate outcomes

Reading Due

Melnyk & Fineout-Overholt (2019):
- Chapter 9: Implementing Evidence in Clinical Settings, pp. 269-292.
- Chapter 10: The Role of Outcomes in Evaluating Practice Change, pp. 293-312

Assignments Due

1. Section F: Implementation Plan

Points Possible: 36 points

Due: Sunday, 11:59 p.m. EST/EDT

In 500-750 words (not including the title page and reference page), provide a description of the methods to be used to implement the proposed solution. Carry your implementation through each of the stages, phases, or steps identified in the chosen model. 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. Although you will not be submitting the consent or approval form(s) in this week with the narrative, the consent or approval form(s) should be placed in the appendices for the final paper.

Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in this week with the narrative, the timeline should be placed in the appendices for the final paper.

Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Place this list in the appendices for the final paper.

Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments and place in the appendices for the final paper. Describe the rationale for the methods used in collecting the outcome data. Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability. Describe strategies to take if outcomes do not provide positive results. Describe implications for practice and future research.

Explain the process for delivering the (intervention) solution and indicate if any training will be needed. Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Place all tools in the appendices for the final paper.

Describe the strategies to deal with the management of any barriers, facilitators, and challenges. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment, computer related costs, and other costs (travel, presentation, database access, consultation). Make sure to provide a brief rationale for each. Develop a budget plan. Place the budget plan in the appendices for the final paper.

The grading guidelines for this assignment are in the rubric section of this syllabus. Upon receiving feedback from the instructor, refine Section F: Implementation Plan for your final submission. This will be a continuous process throughout the course for each section.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_EBPSectionF6.docx

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

In a 250-word post, describe an evaluation plan that includes how the expected change outcomes will be measured and how the implementation process outcomes will be measured. Review page 285, Table 9.4. Please, use this table to show your plan and describe the plan in the 250-word narrative: NUR 681 Integration of Evidence for Advanced Practice

Element
Expected Change Outcomes
Implementation Process Outcomes

Respond to two classmates.

Week 7

Topics

Disseminating Evidence

Learning Objectives

Compile the seven sections of the proposal into a final formal paper.
Create an evaluation plan based on the project objectives developed during Week 4 assignment.
Develop an evidence-based presentation to present the major sections of the proposal to an audience of nursing professionals.

Reading Due

Melnyk & Fineout-Overholt (2019):
- Chapter 20: Disseminating Evidence through Publications, Presentations, Health Policy Briefs, and the Media, pp. 547-597.
Elsberry, L., & Mirambeau, A. (n.d.). Creating an effective dissemination plan. Center for Disease Control and Prevention.

Assignments Due

1. EBP Proposal Final Paper

Points Possible: 36 points

Due: Sunday, 11:59 p.m. EST/EDT

Throughout this course you have been developing a formal, evidence-based practice proposal to improve quality of care or improve healthcare outcomes. The proposal is the plan for an EBP project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence.

Proposals are submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed, they can be between 3,500 and 5,000 words, approximately 11-16 pages. The cover sheet, abstract, references page, and appendices are not included in the word limit. A proposal with less than 11 pages or more than 16 will be charged a penalty in grading.

Section headings are required for each section exactly as outlined below. Evaluation of the proposal in all sections is based upon the extent to which the depth of content reflects graduate-level, critical-thinking skills.

This project contains seven formal sections:

Section A: Organizational Culture and Readiness Assessment
Section B: Problem Description
Section C: Literature Support
Section D: Solution Description
Section E: Change Model
Section F: Implementation Plan
Section G: Dissemination of Evidence

The first six sections were submitted as separate assignments, so your instructor could provide feedback as noted above. Section G: Dissemination of Evidence is a new section to be included in the final paper/proposal but will not have feedback from the instructor. The final paper consists of the completed project (with revisions), title page, abstract, reference list, and appendices. Appendices will include a conceptual model for the project (figure, picture, or line drawing showing connection of key concepts), handouts, data and evaluation collection tools, a budget, a timeline, and resource lists.

The grading guidelines for this assignment are in the rubric section of this syllabus.

Submit work to the assignment link in Blackboard. Use the naming convention:

NUR681_LastName_FirstInitial_FinalEBP7.docx

2. Discussion Board

Points Possible: 16 points

Due: Initial post by Thursday, 11:59 p.m. EST. Two responses by Sunday, 11:59 p.m. EST.

Develop a PowerPoint presentation no longer than 10 slides with comprehensive speaker’s notes that cover all of the major sections of your proposal. The major objective of this presentation is to make the case for the project you want to do. You will need to post your presentation to the Discussion Board as directed by the instructor for class discussion and peer feedback.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA Style documentation guidelines. You are NOT required to submit this assignment to SafeAssign.

This discussion board is worth 16 points. However, the grading rubric is different than the other discussion board rubrics. See the grading guidelines for the Week 7 presentation discussion board in the rubric section of this syllabus.

Course Expectations

The MSN program writes all courses at the graduate level and reflects learner outcomes espoused by the Essentials of Master’s Education for Advanced Practice Nursing, National League for Nursing: Core Competencies of Nurse Educators, National Organization of Nurse Practitioner Faculties: Domains and Core Competencies of Nurse Practitioner Practice, Nurse Executive (KSA), and the Spring Arbor University graduate requirements. Online learning requires participatory, collaborative interactions between students and students-to-faculty. Seminar and discussion format promote metacognitive reasoning by requiring students to utilize reflective thought to synthesize and apply information within the context of advanced professional practice and expound on the ideas of others.

Spring Arbor University is a community of learners distinguished by our lifelong involvement in the study and application of the liberal arts, total commitment to Jesus Christ as the perspective for learning, and critical participation in the contemporary world. As an SAU student, you are expected to support the Spring Arbor University Concept. All students will work together in the Blackboard online environment with opportunities for group and face-to-face sessions. Online learning requires participatory, collaborative interactions between students and students-to-faculty. Seminar and discussion format promote metacognitive reasoning by requiring students to utilize reflective thought to synthesize and apply information within the context of advanced professional practice and expand on the ideas of others.

The MSN online graduate program design assumes that each student is a self-directed adult learner. Each student is responsible for completing all course requirements including but not limited to readings, postings, and written assignments on time and in a manner that reflects graduate level work. As adult learners, students bring life experiences and knowledge from a variety of venues into the learning environment. Building on this premise requires respect from fellow students as colleagues and faculty as facilitators. Students should actively participate in learning activities as individuals and collaborative team members. The goal is to facilitate learning for all within the community of learners.

As graduate nursing students, you are expected to have professional behaviors and actions grounded in the American Nurses Association (ANA) Scope and Standards of Practice, ANA Code of Ethics, and guidelines from state boards of nursing, which comprise the National Council of State Boards of Nurses (NCSBN) and the nurse practice act within the licensee’s state of practice. Licensure must be kept up-to-date and on file in the Graduate Office throughout the program. Any violation of professional nursing practice guidelines may result in disciplinary action at the academic and/or professional level as deemed by the university and nursing faculty.

Academic Integrity

Students will adhere to the policy of the university found in the MSN Graduate Handbook. The MSN program will approach problems from a Christian perspective that reflects both justice and compassion. Interactions should first take place between the faculty and student. The instructor, in accordance with policy, will determine sanctions.

Spring Arbor University expects that students and faculty will follow the principles of truth and honesty in all academic endeavors, including the preparation and presentation of lectures, preparation of class reports and papers, giving and taking of examinations, and in protecting the validity of assigned grades. This assumes that all work will be done by the person who purports to do the work, without unauthorized aids or assistance. Instructors will exercise due diligence in planning and supervising the academic program to uphold the principles of truth and honesty.

SAU-MSN Academic Integrity (SafeAssign)

SafeAssign is a plagiarism prevention software tool embedded into Blackboard. This tool encourages students to submit original work that reflects the highest levels of scholarly integrity and to prevent instances of plagiarism. Students and faculty are to utilize SafeAssign for all written assignments submitted in this course NUR 681 Integration of Evidence for Advanced Practice.

According to Merriam-Webster’s (n.d.) online dictionary, plagiarism is “an act or instance of plagiarizing, something plagiarized, the act of using another person’s words or ideas without giving credit to that person: the act of plagiarizing something.” It is also defined as using another individual’s product without proper citation. In other words, plagiarism occurs when you either intentionally or unintentionally present the words, thoughts, and ideas of another person as your own original work. Some examples include the following:

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Copying and pasting,
Failing to cite sources,
Purchasing papers online,
Proofing and editing by another person that results in substantial edits, and
Using a paper from another course without citing self or others.