NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan

Evidence-Based Practice Project Proposal: Evaluation Plan

Medication errors are a significant threat to patient safety, care quality, and cost-effective practice. In settings where they are rampant, patients will likely get hospital-acquired infections and spend more on healthcare services. Evidence-based practice (EBP) allows nurses to implement creative solutions and ensure the care delivered meets patient needs. Evaluation of EBP projects gives insight into their effectiveness, particularly the ability to prevent the occurrence or reduce the magnitude of adverse events. The purpose of this paper is to discuss the evaluation plan of the proposed project on a mandatory dual verification protocol for reducing medication errors.

Expected Outcomes for Evidence-Based Practice Project Proposal

EBP projects are the cornerstone of improved patient outcomes through solutions that prevent infections, improve illness management, enhance safety, and other impacts. The proposed EBP project on the mandatory dual verification protocol for high-risk and high-alert medications is expected to reduce medication administration errors. This problem (medication errors) is severe in the acute care setting, and adult patients are at a high risk of its adverse impacts. As Craig et al. (2021) mentioned, a substantial decrease in medication errors signifies an improvement in patient safety, which is a cardinal goal for nurses, organizational leaders, and healthcare stakeholders. This intervention promotes responsibility, standardizes clinical procedures, and fosters a safety culture in clinical environments.

Data Collection Tools

Nurses collect data on medication errors using different methods and tools. Common approaches include incident reporting, patient reporting, and directly observing medication management practices (Ahsani-Estahbanati et al., 2022). An incidence survey would be appropriate for the proposed project for collecting daily, weekly, and monthly data on medication error variables, including the type of event, cause(s), severity, and numbers (incidence). The incidence survey is a valid tool since it allows the collection of comprehensive data that accurately measures the impact of an intervention (content and construct validity). The incidence survey is reliable due to its internal consistency. According to Leavy (2022), researchers can statistically analyze survey (quantitative) data objectively and avoid bias. These strengths underscore the applicability of the incidence survey since the proposed project requires valid and reliable data for objective analysis.

Statistical Test for Project

A reduction in medication errors is a quantifiable outcome. Therefore, the data collected via incidence surveys can be analyzed via a t-statistic (t-test) to examine the magnitude of the intervention’s impact. Schmidt and Brown (2024) described a t-test as an inferential statistical test that researchers use to compare the means between two groups to establish whether a significant difference exists. The t-test is the best suited for the incidence surveys since the basis for accurate inferencing is the difference in the incidence of medication errors pre- and post-implementation. Besides patient protection through safety improvement, medication error prevention or substantial reduction in clinical settings increases trust in nursing professionals and willingness to seek healthcare (Prentice et al., 2020). The t-test will reliably confirm the intervention’s impact from a behavioral perspective.NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan

Methods Applied to Data Collection Tool

Data collected via the incidence survey will be mainly on the type of medication error and the frequency (daily data). From a medication administration dimension, such errors could be a wrong dose, wrong drug, dose omission, wrong time, or the wrong patient (Jessurun et al., 2023). A comparative analysis will then be carried out to measure whether there is a considerable difference between the incidence before and after implementing the mandatory dual verification protocol. Data evaluation will be conducted from the fourth up to the sixth month, with the percentage change being used as the reference for outcome evaluation.

Strategies for Outcomes That Are Nonpositive

Despite the time and resource commitment toward practice change, EBP projects could fail to meet the set objectives. Regarding the present project, failing to reduce the incidence of medication errors is the main indicator of nonpositive outcomes. Nonpositive outcomes will be addressed through a critical analysis of the project to establish the potential causes of the failure. For instance, a step-by-step analysis of the implementation can provide detailed evidence of whether all fundamental procedures were executed according to the project’s guidelines. This evidence, which will be shared with all stakeholders, will guide the implementation team in deciding on the revisions, further activities, and resources needed for a successful project.

Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution

The evaluation data (results of the impact after six months), coupled with stakeholder feedback and progressive performance assessment, will inform plans to maintain, extend, revise, or discontinue the mandatory dual verification protocol. To realize the desired long-term goals, the project will be maintained through continuous technology updates and nurse training to maintain the desired output. The training is crucial to equip nurses with the essential technological skills and competencies for implementing dual verification (Alshammari & Alenezi, 2023; Westbrook et al., 2021). The extension will be accomplished by adding new features, such as integrating artificial intelligence. A revision will be based on user feedback to redesign the program’s aspects that hinder its effectiveness. It will be discontinued if it is no longer a part of the organization’s priority needs or when its effectiveness declines significantly based on the progressive performance assessment data.

Conclusion

Evaluation provides evidence about the project’s impacts. It informs the organization’s leaders, the project’s implementation team, and other interprofessional team members about the project’s potential to address a particular clinical problem. The proposed EBP project will be evaluated using a quantitative design since numerical data will allow accurate, objective outcome evaluation. Regular updates and training programs will be part of the project’s maintenance and extension measures as informed by stakeholder feedback and progressive performance assessment.

References

Ahsani-Estahbanati, E., Sergeevich Gordeev, V., & Doshmangir, L. (2022). Interventions to reduce the incidence of medical error and its financial burden in health care systems: A systematic review of systematic reviews. Frontiers in Medicine, 9, 875426. https://doi.org/10.3389/fmed.2022.875426

Alshammari, M. H., & Alenezi, A. (2023). Nursing workforce competencies and job satisfaction: the role of technology integration, self-efficacy, social support, and prior experience. BMC Nursing, 22(1), 308. https://doi.org/10.1186/s12912-023-01474-8

Craig, S. J., Kastello, J. C., Cieslowski, B. J., & Rovnyak, V. (2021). Simulation strategies to increase nursing student clinical competence in safe medication administration practices: a quasi-experimental study. Nurse Education Today, 96, 104605. https://doi.org/10.1016/j.nedt.2020.104605

Jessurun, J. G., Hunfeld, N. G. M., de Roo, M., van Onzenoort, H. A. W., van Rosmalen, J., van Dijk, M., & van den Bemt, P. M. L. A. (2023). Prevalence and determinants of medication administration errors in clinical wards: a two‐centre prospective observational study. Journal of Clinical Nursing, 32(1-2), 208-220. https://doi.org/10.1111/jocn.16215

Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.

Prentice, J. C., Bell, S. K., Thomas, E. J., Schneider, E. C., Weingart, S. N., Weissman, J. S., & Schlesinger, M. J. (2020). Association of open communication and the emotional and behavioural impact of medical error on patients and families: State-wide cross-sectional survey. BMJ Quality & Safety, 29(11), 883-894. https://doi.org/10.1136/bmjqs-2019-010367

Schmidt, N. A., & Brown, J. M. (2024). Evidence-based practice for nurses: Appraisal and application of research. Jones & Bartlett Learning.

Westbrook, J. I., Li, L., Raban, M. Z., Woods, A., Koyama, A. K., Baysari, M. T., … & White, L. (2021). Associations between double-checking and medication administration errors: a direct observational study of paediatric inpatients. BMJ Quality & Safety, 30(4), 320-330. https://doi.org/10.1136/bmjqs-2020-011473

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Assessment Traits

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Assessment Description

In 750-1,000 words, develop an evaluation plan to be included in your final evidence-based practice project proposal. You will use the evaluation plan in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan

Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

1. Discuss the expected outcomes for your evidence-based practice project proposal.
2. Review the various data collection tools associated with your selected research design and select one data collection tool that would be effective for your research design. Explain how this tool is valid, reliable, and applicable.
3. Select a statistical test for your project and explain why it is best suited for the tool you choose.
4. Describe what methods you will apply to your data collection tool and how the outcomes will be measured and evaluated based on the tool you selected.
5. Propose strategies that will be used if outcomes do not provide positive or expected results.
6. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document, located in Class Resources for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist,” located in Class Resources, to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan

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Evidence-Based Practice Project Proposal: Evaluation Plan – Rubric

 

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Rubric Criteria

Total120 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Expected Outcomes for Evidence-Based Practice Project Proposal Expected Outcomes for Evidence-Based Practice Project Proposal	0 points Expected outcomes for the evidence-based practice project proposal are not discussed.	11.52 points Some expected outcomes for the evidence-based practice project proposal are only partially outlined.	12.67 points Expected outcomes for the evidence-based practice project proposal are summarized. More information is needed.	13.25 points Expected outcomes for the evidence-based practice project proposal are discussed. Some detail is needed for clarity or support.	14.4 points Expected outcomes for the evidence-based practice project proposal are discussed. Thorough explanations and strong supporting research are provided.
Data Collection Tools Data Collection Tools	0 points A data collection tool is not discussed.	9.6 points A data collection tool is selected, but it is unclear why the tool would be effective for the research design. A valid, reliable, and applicable explanation for the tool is incomplete.	10.56 points A data collection tool is selected, and a summary for why the tool would be effective for the research design is presented. A general explanation for the tool is valid, reliable, and applicable, but more information and support are needed.	11.04 points A data collection tool is selected, and an explanation for why the tool would be effective for the research design is presented. An explanation for the tool is valid, reliable, and applicable. Some detail is needed for clarity or support.	12 points A data collection tool is selected and a well-supported explanation for why the tool is valid, reliable, and applicable and would be effective for the research design is presented.
Statistical Test for Project Statistical Test for Project	0 points A statistical test is omitted.	9.6 points A statistical test is selected, but it is unclear why the test is best suited for the tool.	10.56 points A statistical test is selected, and a summary for why the test is best suited for the tool is presented. More information or support is needed.	11.04 points A statistical test is selected, and an explanation for why the test is best suited for the tool is presented. Some detail is needed for clarity or support.	12 points A statistical test is selected, and a well-supported explanation for why the test is best suited for the tool is clearly presented.
Methods Applied to Data Collection Tool Methods Applied to Data Collection Tool	0 points Methods that will be applied to the data collection tool are not discussed.	9.6 points Methods that will be applied to the data collection tool partially discussed. It is unclear how the outcomes will be measured and evaluated based on the tool selected.	10.56 points Methods that will be applied to the data collection are outlined. A summary of how the outcomes will be measured and evaluated based on the tool selected is presented. More information or support is needed.	11.04 points Methods that will be applied to the data collection are discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected is presented. Some detail is needed for clarity or support.	12 points Methods that will be applied to the data collection are thoroughly discussed. A discussion of how the outcomes will be measured and evaluated based on the tool selected are presented.
Strategies for Outcomes That Are Nonpositive Strategies for Outcomes That Are Nonpositive	0 points Strategies for nonpositive outcomes are not discussed.	11.52 points Strategies for nonpositive outcomes are incomplete.	12.67 points General strategies for nonpositive outcomes are presented. More information and support are needed.	13.25 points Strategies for nonpositive outcomes are presented. Some detail is needed for clarity or support.	14.4 points Clear and well-supported strategies for nonpositive outcomes are presented.
Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution Plans to Maintain, Extend, Revise, and Discontinue Proposed Solution	0 points Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are not discussed.	10.56 points Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are incomplete.	11.62 points General plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. More information and support are needed.	12.14 points Plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented. Some detail is needed for clarity or support.	13.2 points Detailed and well-supported plans to maintain, extend, revise, and discontinue a proposed solution after implementation are presented.
Required Sources Required Sources	0 points Sources are not included.	4.8 points Number of required sources is only partially met.	5.28 points Number of required sources is met, but sources are outdated or inappropriate.	5.52 points Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.	6 points Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.	0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.	6.72 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.	7.39 points The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.	7.73 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.	8.4 points The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development.	0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.	7.68 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.	8.45 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.	8.83 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.	9.6 points The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives.	0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.	4.8 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.	5.28 points Relevant evidence that includes other perspectives is used.	5.52 points Specific and appropriate evidence is included. Other perspectives are integrated.	6 points Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	4.8 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	5.28 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	5.52 points Few mechanical errors are present. Suitable language choice and sentence structure are used.	6 points No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 points Appropriate format is not used. No documentation of sources is provided.	4.8 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	5.28 points Appropriate format and documentation are used, although there are some obvious errors.	5.52 points Appropriate format and documentation are used with only minor errors.	6 points No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

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