Shared decision making – Project Management Paper

NUR 704 week 7 – Shared decison making – Project Management Paper

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T​‌‍‌‍‍‍‌‌‌‌‌‍‌‍‍‌‍‍‍​his is the mid-point of the course. Students should be well on their way to developing evidence-based practice. Your final Project Management Paper is due for grading this week.

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We will also have a graded discussion about your project evaluation plans. Remember, you will be evaluating whether or not your intervention was effective in mitigating the clinical problem.

Some of you will use data collection logs, tools, instruments, or measures to do this an​‌‍‌‍‍‍‌‌‌‌‌‍‌‍‍‌‍‍‍​d some will developed by you, and some will be tools already established.

The discussion forum posts this week should help you write your plan for evaluation.

Your plan for evaluation must be very thorough and must incorporate content from NUR 707.

After completing the activities listed this week, you will be able to:

Identify key implementation steps and design a plan for project evaluation (links to student learning outcomes #3,4, 5 & 7)​‌‍‌‍‍‍‌‌‌‌‌‍‌‍‍‌‍‍‍​.

In this paper, I will be looking for you to “connect the dots”…This is an example of what I mean by this. Your clinical problem – “nursing students stress during clinical”

Your found intervention from the research-“teach students deep breathing and meditation exercises to be done before and after clinical”

Your intervention -“deep breathing/meditation” Your plan for evaluation – “measure students’ stress levels at clinical before and after intervention.”

Now obviously this is totally hypothetical. But my point is…your problem (stress) and your outcome measurement (stress) much match! Often times we see students design projects where the dots don’t connect.

For example, their problem is increased rates of catheter-acquired infections, so they implement an evidence-based protocol to the staff, and then the outcome they measure is patient satisfaction!!

Do you see how these dots don’t connect?

Their outcome measure should be rates of CA-UTIs in order to match the clinical problem: rates of CA-UTIs. Before you turn in your draft…make sure your dots all connect!

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Also, because the PICO has a comparison item, students think they need to compare two things on their capstone. This is not true!

Remember, your PICO does not drive your project design, your intervention does. The PICO just drives your lit review.

So think of it this way….your comparison group is actually your usual care! You don’t want to compare efficacy of two different new interventions because that would be considered original research, and not EBP!

It is not a requirement that you use ‘statistics’ for your data analysis. Descriptive statistics such as mean, range, etc. can be done by simple arithmetic or an excel spreadsheet (formulas).

When I use the term statistics, I usually infer that you are using some statistical estimate to see if your data was different before and after your intervention (e.g., difference in group means-chi square or t test).

There are other ways to do this. You can score and just look and graph percentages. You can make bar graphs to visually note differences.

You can create a benchmark score such as 80% and then count how many tests were over 80% and how many weren’t.

If you do choose to use statistics, you can use whatever software you would like (e.g., SPSS). Excel also has some statistical capabilities in it.

If you use any of these, you must be familiar with the test, the terminology, how to report it in writing, how to describe it in text, etc..

Often times, we have students use statistics and it becomes instantly apparent they aren’t knowledgeable about what they are writing. If you choose to use a statistician, be careful.

Most statisticians try to force you into a research design and want to use research language because that is what they know. You may have to give them a mini-lesson on EBP.

We are not tied to the same strict rules in EBP. Also, if they give you statistical results, you must understand what they are giving you.

If it is “over your head” and you are just writing what they told you, it will also be instantly apparent.

The most important thing is that you have a clear plan as to how to analyze your data so it will tell you if your project was effective in mitigating your clinical problem.

We would expect, in EBP, that it did because the research literature should have already told you the intervention was effective.

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We are not testing anything or conducting translational research. I hope this helps!

Some of the data that you collect will come from self-developed tools or surveys. You cannot establish statistical reliability or validity, but you can get content expert validation.

You should submit your tool(s) with your IRB proposal….however, we realize that part-time students have additional time between when they write the IRB proposal for this class, and when they may actually submit to the IRB for approval closer to their implementation date.

In that scenario, there may be a chance for revisions or updates to some of the items submitted in the IRB (e.g., you may want to hold off getting signed approval from your site if your implementation is still a year away).

All Full-time students are encouraged to submit an IRB proposal as complete as possible because you will need approval by start of 799. The 704 faculty will be reviewing your surveys.

Please make sure you are developing questions that actually get at what you are trying to measure.

For instance, if you are trying to measure if knowledge has increased, then the questions should be directly related to the content area, and should not address unrelated items such as satisfaction with workshop, self perception of knowledge, ease in which knowledge was obtained.

For instance, if you were teaching someone about the sun, you might ask how far away it is, what planets rotate around it, how large it is in diameter, how old it is, etc..

You would not ask…were you happy with this course, do you like to tan, do you think the course was too easy, would you like to live south of the equator, do you consider yourself an expert on the solar system?

Please take the development of these self-developed tools seriously and really think through what it is you are trying to measure and whether or not the tool measures that, or something else.

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