NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework/Model for Change 

Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework/Model for Change – Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework/Model for Change   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 Proposal Project: Framework/Model for Change      

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 Proposal Project: Framework/Model for Change      

The introduction for the Grand Canyon University NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework/Model for Change   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 Proposal Project: Framework/Model for Change      

After the introduction, move into the main part of the NUR 590 Benchmark – Evidence-Based Practice Proposal Project: Framework/Model for Change  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 Proposal Project: Framework/Model for Change      

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 Proposal Project: Framework/Model for Change      

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 Proposal Project: Framework/Model for Change 

Evidence-based practice (EBP) is the foundation of continuous improvements in nursing. It requires nursing professionals to identify performance gaps and propose suitable interventions supported by scientific evidence. Common causes of gaps include workplace issues, patient safety concerns, and poor care quality. As frontline workers who interact with patients regularly, nursing professionals should implement EBP using appropriate models. According to Duff et al. (2020), EBP models provide the steps of knowledge implementation and decision points to facilitate evidence application to nursing practice. The purpose of this paper is to discuss the framework/model for implementing the EBP proposal project.

The Selected Framework/Model for Change and its Relevance

The appropriate framework/model for the proposed project is the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model. Friberg and Creasia (2023) mentioned that the JHNEBP model was created in 2002 to address gaps in evidence utilization in nursing. The model has three essential components that guide change leaders in EBP implementation: practice question, evidence, and translation (Dusin et al., 2023). The JHNEBP model is relevant to the project since it provides a step-wise approach to evidence translation (Appendix A). Its other dominant feature is the interrelationships between scientific inquiry, practice, and learning, enabling nurses to improve patient outcomes as they improve their knowledge. Importantly, the model is team-based, and the proposed project requires such an approach for successful implementation.

The Stages in the Change Framework/Model

The first step (practice question) has much to do with identifying the EBP question guided by the clinical problem. Within nursing, this question is in problem/population, intervention, comparison, outcome, and time (PICOT) format (McClinton, 2022). The evidence phase involves searching, appraising, and rating the strength of the evidence. This search is mainly in scientific journal articles from the leading nursing databases. The appraisal ensures they meet the desired qualities, particularly credibility, relevance, and purpose. The third phase, translation, involves implementing and evaluating the proposed change through an action plan (Dusin et al., 2023; Friberg & Creasia, 2023). After evaluating the outcomes, change leaders should share findings with the stakeholders.

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Applying the Framework/Model in the Proposed Implementation

Applying the JHNEBP model implies following the steps of the practice question, evidence, and translation (PET). The proposed intervention is a two-weekly tailored physical exercise training program to improve functional fitness and independent living among older adults with type 2 diabetes. Following the PICOT format, the practice question is: in older adults with type 2 diabetes (P), does a twice-weekly tailored physical exercise training program (I), compared to no exercise interventions (C), improve functional fitness and independent living (O) in 8 weeks (T)?

Scientific evidence to support the intervention should be searched, appraised, and rated as the model recommends. Similarly, evidence (particularly levels 1 and 2) exploring the effectiveness of the tailored physical exercise training program in improving functional fitness will be appraised before being translated into practice (project implementation). Such evidence includes Zarco et al. (2021) and Kirwan et al. (2021) peer-reviewed articles exploring participants’ experiences and impacts of exercise programs on functional fitness and independence among older adults with type 2 diabetes. The findings will also be shared with stakeholders as the model recommends.

JHNEBP Conceptual Framework

The concept map (Appendix A) illustrates the basic steps (PET) of the JHNEBP model. It will be applied to the project to guide the phased translation of evidence into practice. As such, it will be a reference tool to ensure that the essential steps are followed and key activities are accomplished. Above all, it will be used during project evaluation to determine the project’s success and ensure its findings have been shared with the stakeholders.

Conclusion

EBP projects require a systematic implementation to ensure evidence is translated appropriately and outcomes can be evaluated. As a result, EBP frameworks/models are crucial to facilitate this organized implementation. The JHNEBP model is relevant to the current project due to its step-wise (PET) approach. Evidence will be sourced from credible sources and appraised to ensure the intervention improves outcomes as envisioned.

References

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: an interpretive description. Implementation Science Communications, 1, 1-9. https://doi.org/10.1186/s43058-020-00070-0

Dusin, J., Melanson, A., & Mische-Lawson, L. (2023). Evidence-based practice models and frameworks in the healthcare setting: a scoping review. BMJ Open, 13(5), e071188. https://doi.org/10.1136/bmjopen-2022-071188

Friberg, E. E., & Creasia, J. L. (2023). Conceptual Foundations-E-Book: the Bridge to Professional Nursing Practice. Elsevier Health Sciences.

Kirwan, M., Chiu, C. L., Hay, M., & Laing, T. (2021). Community-based exercise and lifestyle program improves health outcomes in older adults with type 2 diabetes. International Journal of Environmental Research and Public Health, 18(11), 6147. https://doi.org/10.3390/ijerph18116147

McClinton, T. D. (2022). A guided search: Formulating a PICOT from assigned areas of inquiry. Worldviews on Evidence-Based Nursing, 19(5), 426–427. https://doi.org/10.1111/wvn.12598

Zarco, E. P. T., Aquino, M., Petrizzo, J., Wygand, J., & McGorry, A. (2021). Perceived benefits of a guided exercise program among older adults. Gerontology and Geriatric Medicine, 7, 23337214211060147. https://doi.org/10.1177/23337214211060147

Evidence-based practice (EBP) projects are intensive in terms of the time and resources used during implementation. Outcome evaluation is critical to determining whether the desired goals were realized. Depending on the project’s type and scope, EBP project leaders use various statistical tests guided by the selected research design. Within nursing, and from an outcome perspective, a statistical test helps researchers determine whether there is enough evidence to prove or reject a hypothesis (Glove & Cipher, 2024). As a result, statistical testing data provides a reference for making quantitative decisions about the project’s impact.

The current project will be evaluated using quantitative data from surveys (questionnaires). Participants will answer selected questions on how the intervention (physical exercises) helped them to improve key health aspects of their functional performance (fitness) and independence. These aspects include flexibility, muscle strength, balance, and movement (Lii et al., 2023). During the survey, participants will answer how the project helped them by comparing their statuses (improved, struggling, and no change) before and after the project. Among many statistical tests, inferential statistics would help to evaluate whether there is adequate evidence to prove or reject the hypothesis. The range (percentage differences in health changes) before and after the project will be an accurate reference point.

Statistical tests provide data to enable researchers to make deductions about the impact of an intervention. Inferential statistics help researchers to test hypotheses and make informed generalizations about the survey data (Sharma, 2022). The range allows researchers to quantify impacts and demonstrate the impact of the intervention using numerical figures. Such an approach will provide quality data to examine relationships between physical exercises and functional fitness and independence among patients with type 2 diabetes. It will also be used as the basis for determining whether the findings are generalizable and impactful in nursing.

NUR 590 Topic 5 Evidence Based Practice Implementation Sample

Identify the components of implementing your evidence-based practice project. What has been the most difficult component, and why? What do you think has gone well? Provide one piece of advice you would give to a colleague about the implementation process. 

The implementation of an evidence-based project is an important step in a capstone project. The implementation of an evidence-based research study is normally defined by six components. The first component entails the research study under examination. According to the present research, the fundamental issue entails the examination of the effectiveness of mindfulness practice regarding burnout in oncology nurses. Moreover, contextual barriers as well as facilitators will require identification prior to the beginning of a research study (Burns, 2017). The third component or implementation entails project stakeholders creating the strategy for the execution of the same. After the above, the project stakeholders are going to assess the research project based on the desired outcomes. Penultimately, the project implementers will assess the stages that are requisite for the successful implementation of the research project.  Lastly, the last component involves the identification of the audience that will benefit from the research project as well as elaborating on the manner in which the project will impact them on a daily basis.  

The second stage that demands for the identification of facilitators and contextual barriers was the most significant challenge for the research project. The reason for this is founded on the idea that none of the barriers were anticipated during the initial design of the study. However, barriers such as lack of receptivity of the intervention amongst the target population were encountered. Consequently, the quality of the research project was compromised. On the other hand, the identification of the study facilitators was not done comprehensively and correctly, which resulted in altered implementation due to the fact that the target population was left grappling with the project context at the initial stage (Warren et al., 2016). The assessment of the needed outcomes was the stratagem that was smooth. The aforesaid approach directed the planning decisions for the evidence-based project. In terms of colleague advice, I would tell them to always focus on requisite results when formulating the objectives of the project at the initial stages.  

References 

Burns, H. K. (2017). The Nursing Shared Governance Structure as a Vehicle for Advancing EBP: An Evidence-Based Approach. Sigma Theta Tau International, the Honor Society of Nursing. Indianapolis, IN: USA.  

Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24.