NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness

Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness– Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness     

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Benchmark – Evidence-Based Practice Project: Literature Review depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness     

The introduction for the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness     

After the introduction, move into the main part of the NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness     

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness     

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness

Nurses are responsible for improved health outcomes for patients and diverse population groups. Achieving this critical objective necessitates evidence-based practice (EBP), where nurses implement projects supported by scientific evidence. Before engaging in practice change, nurses should assess the organizational culture and readiness for change. This assessment is vital since leadership, attitude, resources, and other factors determine critical aspects, including stakeholder support, participation of nursing teams, and implementation timelines. The purpose of this paper is to analyze the culture and level of organizational readiness for change in the present organization where the evidence-based practice project is proposed.

Organizational Culture and Degree to Which Culture Supports Change

Organizational culture affects nurses’ behaviors and how they approach patient care. Ghiasi et al. (2022) described organizational culture as the shared norms or ideas that an organization develops in response to internal and external problems. These norms are institutionalized by teaching employees how the organization expects them to think and act. A critical analysis of the organization’s leadership, values, and internal relationships depicts a clan culture. Within nursing, a clan culture’s primary attributes include high internal focus and flexibility (Ghiasi et al., 2022). Such a culture supports change to a significant degree since it is people-centered and flexible, and the nursing environment management is characterized by employee participation and teamwork. Leaders are also friendly and encourage change. Although the structure is hierarchical, the present leadership promotes interprofessional collaboration to achieve patient-centered, high-quality care in safe environments. The primary mission is value-based care centered on high patient satisfaction and healthy patient-provider interactions. Open and respectful communication is highly encouraged, and the employees perceive the organization positively.

Organizational Readiness Tool and Readiness Assessment

Organizational readiness for change is a critical success factor in EBP implementation. Vax et al. (2021) described readiness as stakeholders’ willingness and perceived capacity to adopt a new practice in an organization. Therefore, high readiness implies a proportional adoption rate of evidence-based projects for improved health outcomes. The readiness assessment using the Organizational Readiness to Change Assessment (ORCA) tool revealed that the current setting is ready for change due to how leaders perceive and support change, facilitation, and the overall organizational context. The ORCA tool assesses readiness from three dimensions: evidence, context, and facilitation (Kononowech et al., 2021). A successful project should be supported by solid evidence, and the organizational culture and leadership should embrace new interventions. Facilitation is primarily about the organization’s capacity to help people change their behaviors to embrace innovation (Kononowech et al., 2021). The survey results (92.8%) indicate a high likelihood of a successful project (Appendix A).

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Multiple strategies can be used independently or jointly to facilitate the organization’s readiness. They include fostering a culture of innovation and teamwork and addressing staff well-being concerns. O’Hara et al. (2022) found that a culture of innovation is essential to improving healthcare quality and safety through action plans that accelerate new methods. Teamwork encourages diverse nursing professionals to collaborate and address current issues through evidence-based interventions. According to Pomare et al. (2020), change readiness is proportional to staff well-being. Therefore, addressing it improves job satisfaction and the psychological impact of organizational change.

Organizational Culture in Evidence-Based Practice Change

The organization’s clan culture will fully support and sustain an evidence-based practice change. This culture encourages organizational change driven by teamwork and employee engagement (Ghiasi et al., 2022). Although it creates a sense of community, such a culture could slow decision-making since it values diverse opinions from team members. Potential barriers include the availability of nursing teams to offer human support due to their busy schedules. Stakeholder support is predicted to be high since the project is results-oriented regarding patient care. The timing is also appropriate and does not rely on considerable resource facilitation.

Health Care Process and Systems Recommended for Improving Quality, Safety, Cost-Effectiveness

Processes to improve quality, safety, and cost-effectiveness include scaling up knowledge translation, providing virtual care, and health education programs (Hill et al., 2020; Haleem et al., 2021). Such interventions help to reduce healthcare costs while improving access and health knowledge. Technological systems to support telehealth/telemedicine and data-driven practice are essential for better quality and safety (Haleem et al., 2021). Their role is to reduce medical errors, enhance efficiency, and ensure accurate, timely patient care.

Stakeholders and Team Members Needed

The proposed EBP project recommends weekly exercises for older adults with type 2 diabetes. Stakeholders include the organizational leadership, policymakers, nursing professionals, and patients since the project affects them directly (Triplett et al., 2022). Team members include colleagues and family members. The organizational leaders’ primary mandate is to support the project through approval, essential resources, and informed guidance. Nursing colleagues and family members will guide and support patients in implementing the weekly exercise program, evaluate outcomes, and report progress.

Information and Communication Technologies Needed for Implementation

Essential information and communication technologies for the proposed project include wearables, diabetes monitoring tools, and smartphones for recording and reporting health data. The internal stakeholders will integrate them into the setting through information and communication technology (ICT) infrastructure that remotely allows data/information exchange. In this case, the implementation team will observe patients remotely and guide them as health data necessitates. The recommended technologies seek to enable older adults with type 2 diabetes to improve functional fitness and independence. Therefore, they will improve nursing practice by preventing issues associated with functional decline at this critical age, mainly falls, increased clinical visits, and poor mental health (Cui et al., 2023). Such outcomes indicate improved care delivery for individuals and populations since they are associated with healthy and productive living and more independence.

Conclusion

Nurses improve health outcomes by identifying clinical issues and responding by implementing evidence-based interventions. A culture ready for EBP is crucial for successfully implementing evidence-based projects. The organization’s clan culture fosters teamwork and encourages innovation. Besides, the ORCA tool reveals substantial evidence backing the project, high facilitation, and an organizational context supporting change.

References

Cui, Y., Liu, B., Qin, M. Z., Liu, Q., Ye, H., & Zhou, J. (2023). Effects of early mental state changes on physical functions in elderly patients with a history of falls. BMC Geriatrics, 23(1), 564. https://doi.org/10.1186/s12877-023-04274-6

Ghiasi, A., Lord, J., Banaszak-Holl, J., Davlyatov, G., Hearld, L., & Weech-Maldonado, R. (2022). Organizational culture and high Medicaid nursing homes financial performance. Journal of Long-Term Care, (2022), 142–153. https://doi. org/10.31389/jltc.115

Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors International, 2, 100117. https://doi.org/10.1016/j.sintl.2021.100117

Hill, J. E., Stephani, A. M., Sapple, P., & Clegg, A. J. (2020). The effectiveness of continuous quality improvement for developing professional practice and improving health care outcomes: a systematic review. Implementation Science, 15, 1-14. https://doi.org/10.1186/s13012-020-0975-2

Kononowech, J., Hagedorn, H., Hall, C., Helfrich, C. D., Lambert-Kerzner, A. C., Miller, S. C., Sales, A. E., & Damschroder, L. (2021). Mapping the organizational readiness to change assessment to the Consolidated Framework for Implementation Research. Implementation Science Communications, 2(1), 19. https://doi.org/10.1186/s43058-021-00121-0

O’Hara, S., Ackerman, M. H., Raderstorf, T., Kilbridge, J. F., & Melnyk, B. M. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the National Innovation Summit. Journal of Professional Nursing, 43, 5-11. https://doi.org/10.1016/j.profnurs.2022.08.001

Pomare, C., Ellis, L. A., Long, J. C., Churruca, K., Tran, Y., & Braithwaite, J. (2020). “Are you ready?” Validation of the Hospital Change Readiness (HCR) Questionnaire. BMJ Open, 10(8), e037611. https://doi.org/10.1136/bmjopen-2020-037611

Triplett, N. S., Woodard, G. S., Johnson, C., Nguyen, J. K., AlRasheed, R., Song, F., Stoddard, S., Mugisha, J. C., Sievert, K., & Dorsey, S. (2022). Stakeholder engagement to inform evidence-based treatment implementation for children’s mental health: a scoping review. Implementation Science Communications, 3(1), 82. https://doi.org/10.1186/s43058-022-00327-w

Vax, S., Farkas, M., Russinova, Z., Mueser, K. T., & Drainoni, M. L. (2021). Enhancing organizational readiness for implementation: Constructing a typology of readiness-development strategies using a modified Delphi process. Implementation Science: IS, 16(1), 61. https://doi.org/10.1186/s13012-021-01132-0

The cornerstone of evidence-based practice (EBP) is improved patient outcomes through interventions supported by scientific evidence. Despite the increased availability of evidence from multiple sources, only some can be used to support sustainable changes in healthcare. As a result, nursing professionals and EBP project proponents should understand the difference between statistically and clinically significant evidence and its implications for continuous improvements in patient care.

Statistically significant evidence focuses on testing the pre-stated hypothesis. As Di Leo and Sardanelli (2020) noted, statistically significant evidence shows the effect size resulting in p values but does not provide any information about the impact of the effect size in the trial. If differently stated, p values only indicate that the results are statistically significant but not clinically significant. Also, there is a likelihood for the results to occur due to chance (Carpenter et al., 2021). On the other hand, clinically significant evidence/findings improve medical care, resulting in valuable improvement in someone’s physical function, mental health, and social life engagement ability (Dahlberg et al., 2020). From this analysis, it can be established that a clinically relevant intervention has more health benefits than the costs, harms, and inconveniences the target individuals or populations experience.

When advancing an evidence-based practice project, change proponents should be guided by both statistically significant and clinically significant findings. The main reason for considering both findings is that outcomes can be statistically significant but not clinically relevant. Statistical significance reveals mathematical differences, while clinical significance reveals dissimilarity between two treatment modalities. When focusing on population health, EBP leaders should highly regard clinically significant evidence since it is associated with observable effect size in many parameters, such as life quality, safety, and treatment adherence (Dahlberg et al., 2020). Always, clinicians should ensure that interventions result in positive changes to current practice and not merely a mathematical difference.

NUR 590 Syllabus Evidence Based Practice Proposal Sample

 Evidence-Based Practice Proposal 

Section A: Organizational Culture and Readiness 

To determine the organizational readiness for the EBP project, a readiness assessment was conducted at the organizational level using Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS) (Egeland et al., 2016). The assessment indicated that the organization is ready to implement the EBP project. However, the barrier noticed was low level of commitment from the employees towards the adoption of the EBP project. On the other hand, the facilitators observed included the on-site health care providers who were willing to promote the EBP. Moreover, the management also expressed willingness to facilitate the project by establishing sufficient system for personal and professional development (Egeland et al., 2016).  

Regarding the high scores, the assessment tool contained nineteen categories and the organizational performed well in seven categories, with the commitment by the management and providers topping the list in the high scores. On the other hand, the low scores were recorded in poor performance in six categories including lack of critical personnel such as librarian to guide employees on EBP application (Egeland et al., 2016). Moreover, the organization did not have tuition reimbursement program that could provide employees with financial incentives for advancing their education.   

Concerning incorporation of clinical inquiry, the organization will ensure that health care professionals are given adequate EBP training to enhance their confidence and inspiration for EBP. The training will be crucial in highlighting areas of weakness that need enhancement (Billsten et al., 2018). Consequently, the organization will develop policy to guide EBP implementation and assist in adopting the approved EBP solutions.  

Section B: Proposal/Problem Statement and Literature Review 

Refining PICOT into Problem Statement 

The focus of this EBP project is on cervical cancer. Cervical cancer is among the most prevalent female reproductive cancers. The PICOT developed is, In women age 20-35 years (P), how will the use of a web-based learning program on cancer screening (I), compared to no such program (C) affect screening rates (O) over 8 months (T)? The burden of cervical cancer continues consistently among the population and it is currently the fourth leading cause of cancer-related deaths among women internationally. Kong et al. (2019) reported a significant increase of about 10.3% in the incidences of cervical cancer between the years 2000 and 2009 with approximately 570,000 new cases of cervical cancer. The study also indicated that younger women aged between 20 and 35 years are the most affected by the condition. However, Kong et al. (2019) identified delay in diagnosis as the primary cause of high mortality among patients since it lowers the survival rates. Moreover, the study reported that the higher prevalence of the cervical cancer among women aged between 20 and 35 can be attributed to the effort to preserve fertility.  

Fortunately, among all the cancers affecting reproductive organs of women, cervical cancer is the one that can be easily prevented. In most cases, screening for early detection and prevention of cervical cancer is conducted using Pap smear or Papanicolaou test, which are associated with nearly 70% reduction in cervical cancer mortality rates (Vaccarella et al., 2016). However, despite the massive devastating burden associated cervical cancer, the willingness of women to go for cervical cancer screening remains wanting. As such, this project recommended introduction of education programs on cervical cancer screening among women aged between 20 and 35 years to help in creating awareness and increase their willingness to go for screening. Education is also crucial in addressing the misconceptions that exist in the society concerning cervical cancer screening. Education will also empower women to take responsibility for their lives.  

According to Cancer Council Australia (2021), online learning program may involve modules that provide latest information and approaches to screening for different types of cancer including the cervical cancer. As such, web-based learning can be essential in ensuring proper education on cervical cancer screening among the women in target population due to its unparalleled flexibility since the participants can access the training program or course content anywhere at any time. Moreover, learning can occur independently of space and time. As such, the web-based learning can be highly effective and flexible method to educate the target population.  

There are several studies that have been conducted that can support the PICOT. Naz et al., (2018) conducted a study with the aim of systematically assessing the effects of educational interventions on cervical cancer screening behavior of women. The systematic review involved searching of the Cochrane library, Web of Science, Science Direct, PubMed, Scopus and search engine of Google scholar for all interventional studies. The study produced thirty seven articles with 15,658 female participants from various parts of the world. Of the thirty seven articles, nearly three quarter delved into the behavior change interventions while nearly one fourth of the articles delved into health education models. The findings of the study revealed that various interventions and health behavior change frameworks offer an effective foundation for cervical cancer prevention. As such, health providers are advised to select educational techniques based on the individual patient situation. However, the limitation in this study is failure to include the grey literature.  

On the other hand, Abu et al., (2020) conducted a study to establish the role of health education on cervical cancer screening utilization. The study used two-pronged clustered randomized controlled trial at eight public health centers that provide cervical cancer screening services using visual inspection with acetic acid (VIA) in Addis Ababa, Ethiopia. The study found that provision of focused health education supported by print educational materials improved uptake of cervical cancer screening services. However, the limitation of this study is that it was conducted in urban setting which comprises individuals who can read and write and so, it cannot be generalized in many parts of the country especially in rural settings where most women are age and illiterate.  

References 

Abu, S. H., Woldehanna, B. T., Nida, E. T., Tilahun, A. W., Gebremariam, M. Y., & Sisay, M. M. (2020). The role of health education on cervical cancer screening uptake at selected health centers in Addis Ababa. PloS one, 15(10), e0239580.   https://doi.org/10.1371/journal.pone.0239580 

Billsten, J., Fridell, M., Holmberg, R., & Ivarsson, A. (2018). Organizational Readiness for Change (ORC) test used in the implementation of assessment instruments and treatment methods in a Swedish National study. Journal of substance abuse treatment, 84, 9-16. https://doi.org/10.1016/j.jsat.2017.10.004 

Cancer Council Australia. (2021). Online learning Online: health modules to help keep you up to date on cancer reseaerch. Retrieved from https://www.cancer.org.au/health-professionals/resources/online-learning 

Egeland, K. M., Ruud, T., Ogden, T., Lindstrøm, J. C., & Heiervang, K. S. (2016). Psychometric properties of the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS): to measure implementation readiness. Health research policy and systems, 14(1), 1-10. https://doi.org/10.1186/s12961-016-0114-3 

Kong, Y., Zong, L., Yang, J., Wu, M., & Xiang, Y. (2019). Cervical cancer in women aged 25 years or younger: A retrospective study. Cancer Management and Research, 11, 2051-2058. https://doi.org/10.2147/cmar.s195098 

Naz, M. S. G., Kariman, N., Ebadi, A., Ozgoli, G., Ghasemi, V., & Fakari, F. R. (2018). Educational interventions for cervical cancer screening behavior of women: a systematic review. Asian Pacific journal of cancer prevention: APJCP, 19(4), 875. doi: 10.22034/APJCP.2018.19.4.875 

Vaccarella, S., Franceschi, S., Zaridze, D., Poljak, M., Veerus, P., Plummer, M., & Bray, F. (2016). Preventable fractions of cervical cancer via effective screening in six Baltic, central, and eastern European countries 2017–40: a population-based study. The Lancet Oncology, 17(10), 1445-1452. https://doi.org/10.1016/S1470-2045(16)30275-3