NURS-FPX6030 Assessment 5 Evaluation Plan Design

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NURS-FPX6030 Assessment 5 Evaluation Plan Design – Step-by-Step Guide

The first step before starting to write the NURS-FPX6030 Assessment 5 Evaluation Plan Design, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6030 Assessment 5 Evaluation Plan Design

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6030 Assessment 5 Evaluation Plan Design

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6030 Assessment 5 Evaluation Plan Design

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6030 Assessment 5 Evaluation Plan Design

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6030 Assessment 5 Evaluation Plan Design

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6030 Assessment 5 Evaluation Plan Design

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6030 Assessment 5 Evaluation Plan Design Instructions

  • 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. Have a look at NURS-FPX6030 Assessment 6 Final Project Submission.

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.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree. 

Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.

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.
  • Reflect on how the project has impacted one’s 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 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.

NURS-FPX6030 Assessment 5 Evaluation Plan Design Example

Evaluation Plan Design

Following the design and implementation of an intervention, evaluating the intervention to determine whether the outcomes were achieved is essential. The overall essence of evaluation is to determine whether the intervention outcomes were achieved and to what extent they were achieved (Skivington et al., 2021). Evaluation also helps the team identify the aspects of the project or intervention that did not go as planned, informing similar future projects or interventions. Additionally, evaluation provides insight for the continuous improvement of the intervention to promote sustainability.

The proposed intervention involves introducing an educational program to teach nurses and patients the necessary precautions to prevent patient falls. The need/problem that led to implementing the planned intervention is the increased number of patient falls at RML Specialty Hospital’s long-term care facility, resulting in poor health-related quality of life, higher healthcare costs, and chronic pain. The nurses are also seen performing poorly since patient falls are a measure of nursing care quality. This essay presents the evaluation plan design for the intervention and a reflection on advocacy, leading change and improvement, and the future steps in relation to the project.

Evaluation Plan

Outcomes that are the Goal of the Intervention Plan

The desired outcome of implementing the educational program on patient fall prevention is reducing the number of patient falls reported in the institution. Thus, an improved health-related quality of life for the patients, reduced healthcare costs, and chronic pain, among other effects of patient falls. The other outcome is increased patient fall prevention knowledge for both the patients and the nurses. The outcomes establish a framework that can be used to improve the quality, safety, and experience of care, as they are general measures of care quality and patient safety, and can also be used to determine the care experience. 

Alternative outcomes of the intervention include reducing the risk of falls for patients at a higher risk of falls and preventing additional harm to hospitalized patients. An advantage of reducing the risk of falls is the emphasis on taking precautionary measures, while the disadvantage is that it is difficult to measure the outcome. The advantage of preventing additional harm to hospitalized patients as an outcome is that it is a general goal that can be used in different populations, while the disadvantage is that it is not easily quantifiable.

Evaluation Plan

The degree to which the outcomes were achieved will be measured and evaluated using the number of patient fall cases reported in the institution. The number of patient fall cases reported after the intervention was implemented will be compared with the number of patient fall cases reported before the intervention was implemented. The required data to fully evaluate the outcomes include patient fall reports and records from the patients and the nursing units/departments of focus. The technology and tools to collect data include questionnaires, dashboards, and Electronic Health Records (EHRs). The questionnaires will be used to collect data that will be used to evaluate the outcome of increased knowledge. In contrast, the dashboard and the EHR will collect data to evaluate the reduction in the number of patient falls recorded in the institution.

The data collected from these tools and technology strategies will be analyzed using a t-test non-parametric test. The evaluation plan will therefore illustrate the impact of the intervention, noting any improvement in knowledge of patient falls. Additionally, a reduction in the number of patient fall cases reported in the institution, especially among elderly patients, will demonstrate the impact of the intervention. The analysis assumes that the target population, nurses, and the patients in the institution will cooperate in data collection. Additionally, the needed records from the EHR and dashboard metrics will be available and readily accessible.

Discussion and Reflection

Advocacy

Nurses play a significant role in leading change and driving improvements in the quality and experience of care. One of the major responsibilities of the nurse is advocating for change that affects the patient and how care is delivered to the patient. First and foremost, nurses have been trained to be leaders in Interprofessional teams and professional practice. They can utilize their knowledge and skills to advocate for change within the interprofessional team by demonstrating to the team the importance of implementing the proposed change. Additionally, they liaise with other team leaders to facilitate change. According to Fliedner et al. (2021), nurses are best suited to present the needs of patients to the interprofessional team and institutional leaders and managers, leading change to address these needs. They also push for changes in professional practices that they know will help address the patient’s needs.

Secondly, nurses advocate by driving improvement in the quality and experiences of care in professional practice and Interprofessional teams. Since nurses are the primary care providers who spend the most time with patients, they are best suited to understand their needs and know the most effective ways to address them. Therefore, they provide suggestions on the changes that can be made in professional nursing practices, including the improvements needed.

Bedwell et al. (2019) note that nurses drive improvement in these professional practices by creating awareness of the need for change and how the improvement will lead to better care outcomes. They also coordinate the Interprofessional team in improvement interventions, thus driving faster and more efficient improvement. The derived change enables the institution to provide a better quality and care experience. The analysis is based on the assumption that the nurses in the institution are provided with the necessary support and platforms to enable them to raise their advocacy voice and liaise with the other members of the Interprofessional team, as well as the institutional leaders, to drive change and improvement.

Effect of the Intervention Plan on Nursing and Interprofessional Collaboration

The intervention plan on educating nurses and patients on taking the necessary precautionary measures to prevent patient falls will significantly improve the nursing profession and practice. One way the intervention will improve the nursing profession is by utilizing its effectiveness in other practice settings and health populations to enhance patient outcomes. Additionally, the intervention helps emphasize nurses’ role in patient fall prevention.

The educational program aims to enhance nurses’ knowledge of the precautionary measures they can take to prevent patient falls. The intervention will also help nurses implement evidence-based practices for patient fall prevention, which will be learned during the program. Therefore, implementing the intervention will improve the profession by using best-practice and current measures to prevent patient falls.

The implementation of the intervention plan will also enhance interprofessional collaboration in achieving the desired outcomes regarding patient falls in the target population and setting. According to Shaw et al. (2023), interprofessional interventions such as educational programs on patient falls improve interprofessional collaboration by providing a platform for the interprofessional team to work together. The implementation team will include stakeholders from various professional backgrounds, enabling them to collaborate and achieve the desired outcomes.

The healthcare field, in general, will gain from implementing the plan/project. As mentioned, the project aims to incorporate an educational program for patients and nurses into the current interventions. Ideally, educational programs on patient fall prevention mainly focus on either of the two individually. Therefore, implementing the proposed intervention will increase knowledge of the effectiveness of educational programs focusing on nurses and patients. The additional information required to improve an understanding of this analysis is the effectiveness of the mixed intervention, which is not readily available in the literature.

Current Project Improvement

The current intervention can be enhanced to have a greater impact on the target population and leverage emerging technologies and care models to improve outcomes and safety. The intervention can be revised to reach a broader impact on the target population by extending the implementation to elderly patients’ in-home care and outpatient settings. Research shows that there is still a high incidence of patient falls among patients’ in-home care and outpatient settings (Ha et al., 2021). Therefore, extending the focus to include elderly adults in these settings would improve outcomes and safety among a broader population.

Additionally, the intervention can use emerging technology to enhance performance related to the intervention outcomes by educating the target population using patient education modalities such as virtual reality and videoconferencing. Thus, patients from home care and outpatient settings would also reduce the risk of falling and increase their knowledge of patient fall prevention, thus reducing fall incidence. The underlying assumptions of the proposed improvements include that the intervention can also be implemented in the mentioned settings and the emerging technological modalities are available for use.

Reflection on Leading Change and Improvement

Completing the project has significantly impacted my ability to lead change in personal practice and the current care setting. First and foremost, I have appreciated the importance of identifying patient safety needs in a particular setting and developing interventions that can be used to address these needs. Secondly, I have gained confidence in working with the interprofessional team to address patient needs by delegating roles in intervention implementation according to the professionals’ specialties. Most importantly, I can now approach institutional leaders to seek their support and buy-in in implementing interventions that will help address needs and achieve better patient and organizational outcomes.

Furthermore, the project has adequately prepared me to take leadership positions in similar projects and interventions in the future. The experience gained in leading the project and working with other professionals to enhance outcomes improvement will be useful in leading change and improvement interventions. My personal development goals include improving team leadership and management, communication, and interprofessional skills.

Implementation into Personal Practice

 The completed intervention, implementation, and evaluation plans can be transferred into my practice to drive quality improvement in other contexts. For instance, the same educational program intervention can be transferred to the care of patients with chronic illnesses, such as diabetes, to enable them to manage their conditions more effectively. Additionally, the evaluation plan can be applied in different contexts to enhance learning and improvement of similar future interventions. However, conflicting evidence shows that diabetes outcomes can be improved using Diabetes Self-Management Education, compared to regular educational programs suggested in this project (Navaneethan et al., 2021).

Conclusion

Evaluation of an intervention is essential for identifying whether the outcomes were met and for enhancing learning to improve similar future interventions. The evaluation plan developed above will be used in the educational program intervention to assess the degree to which the outcomes were achieved. The project has helped me appreciate the role of advocacy in nursing. Additionally, it has improved my skills and confidence in leading and managing change and improvement in different care settings and contexts.

References

Bedwell, J. R., Pandian, V., Roberson, D. W., McGrath, B. A., Cameron, T. S., & Brenner, M. J. (2019). Multidisciplinary Tracheostomy Care: How Collaboratives Drive Quality Improvement. Otolaryngologic Clinics of North America, 52(1), 135–147. https://doi.org/10.1016/j.otc.2018.08.006

Fliedner, M., Halfens, R. J. G., King, C. R., Eychmueller, S., Lohrmann, C., & Schols, J. M. G. A. (2021). Roles and Responsibilities of Nurses in Advance Care Planning in Palliative Care in the Acute Care Setting: A Scoping Review. Journal of Hospice and Palliative Nursing: JHPN: The Official Journal of the Hospice and Palliative Nurses Association, 23(1), 59–68. https://doi.org/10.1097/NJH.0000000000000715

Ha, V. T., Nguyen, T. N., Nguyen, T. X., Nguyen, H. T. T., Nguyen, T. T. H., Nguyen, A. T., Pham, T., & Vu, H. T. T. (2021). Prevalence and Factors Associated with Falls among Older Outpatients. International Journal of Environmental Research And Public Health, 18(8), 4041. https://doi.org/10.3390/ijerph18084041

Navaneethan, S. D., Zoungas, S., Caramori, M. L., Chan, J. C. N., Heerspink, H. J. L., Hurst, C., Liew, A., Michos, E. D., Olowu, W. A., Sadusky, T., Tandon, N., Tuttle, K. R., Wanner, C., Wilkens, K. G., Lytvyn, L., Craig, J. C., Tunnicliffe, D. J., Howell, M., Tonelli, M., Cheung, M., & Khunti, K. (2021). Diabetes Management in Chronic Kidney Disease: Synopsis of the 2020 KDIGO Clinical Practice Guideline. Annals of Internal Medicine, 174(3), 385–394. https://doi.org/10.7326/M20-5938

Shaw, L., Kiegaldie, D., Heng, H., & Morris, M. E. (2023). Interprofessional Education to Implement Patient Falls Education in Hospitals: Lessons Learned. Nursing Open, 10(1), 36–47. https://doi.org/10.1002/nop2.1276 

Skivington, K., Matthews, L., Simpson, S. A., Craig, P., Baird, J., Blazeby, J. M., Boyd, K. A., Craig, N., French, D. P., McIntosh, E., Petticrew, M., Rycroft-Malone, J., White, M., & Moore, L. (2021). A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ (Clinical Research ed.), 374, n2061. https://doi.org/10.1136/bmj.n2061