NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan

Grand Canyon University NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan – Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan   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 Evidence-Based Practice Project Proposal: Evaluation Plan      

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 Evidence-Based Practice Project Proposal: Evaluation Plan      

The introduction for the Grand Canyon University NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan   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 Evidence-Based Practice Project Proposal: Evaluation Plan      

After the introduction, move into the main part of the NUR 590 Evidence-Based Practice Project Proposal: Evaluation Plan  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 Evidence-Based Practice Project Proposal: Evaluation Plan      

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 Evidence-Based Practice Project Proposal: Evaluation Plan      

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 Evidence-Based Practice Project Proposal: Evaluation Plan

Evidence-based practice (EBP) significantly improves patient outcomes and processes while reducing costs. Its potential to address healthcare quality and safety issues underscores its value and why nursing professionals should continually embrace practice change. Generally, EBP and quality improvement evaluation is a judicious exercise of determining whether projects and programs achieved the desired change (Schuler et al., 2021). Within nursing, the main focus areas are care quality, safety, and costs. Quantitative and qualitative data help nurses evaluate projects and determine their effectiveness. The purpose of this paper is to describe the evaluation plan of the project recommending a two-weekly physical exercise program to improve functional performance and independence among older adults with type 2 diabetes.

Expected Outcomes for Evidence-Based Practice Project Proposal

EBP projects are outcome-driven initiatives for improving patient care. Old age is associated with a gradual decline in physical strength and corresponding loss of functional capacity. Accordingly, the project seeks to enhance functional performance/fitness and independence among older adults with type 2 diabetes. In support of such a program, Wickramarachchi et al. (2023) underlined the significance of physical activity in preventing the loss (10%-40%) of muscle mass and joint motion among older adults. The proposed project seeks to help participants improve flexibility, muscle strength, balance, and body movement. Wickramarachchi et al. (2023) further mentioned that increasing muscular strength through physical activity helps to prevent balance disorders associated with aging and the ensuing accidental falls. Therefore, the project is critical to enhancing functional performance, independent living, and the overall quality of life in the target population.

Data Collection Tools

The nature of the proposed project necessitates a quantitative design. Bazen et al. (2021) described quantitative data as numerical, allowing researchers and evidence-based proponents to test hypotheses deductively. The most effective data collection tool for this approach is questionnaires. They will help to collect numerical data and quantify outcomes. According to O’Connor et al. (2022), questionnaires’ validity and reliability are achieved by their clear and consistent wording and enabling researchers to collect rich and large amounts of primary data from participants. Questionnaires are appropriate for the project since outcomes will be compared to baseline to determine its success.

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NUR 590 Benchmark – Evidence-Based Practice Project Proposal Final Paper 

Statistical Test for the Project

The impact of an intervention should be adequately measured to justify the resources and time used in its implementation. Among many statistical tests appropriate for the project, inferential statistics is the most suitable to enable the project leader to make valid conclusions about the project’s effectiveness in addressing the clinical issue. In particular, the range (percentage differences in health changes and experiences) before and after the project will be a reliable reference. According to Sharma (2022), inferential statistics helps researchers to test hypotheses and make judicious generalizations about the survey data. A similar approach will provide accurate and quality data to deduce whether the project is clinically significant.

Methods Applied to Data Collection Tool

Using the questionnaires, participants will answer specific questions about how physical exercises improved key aspects of functional performance and independence. For an effective program, these aspects are flexibility, muscle strength, balance, and body movement (Lii et al., 2023). To calculate the range, the health statuses (greatly improved, improving, struggling, and no change) will be compared before the intervention (baseline), at four weeks, and after the intervention (eight weeks). Each health status will be rated using a Likert Scale of 1-4, and the total under each column will be converted into a percentage. A range of over 50% will indicate a successful project that should be maintained to sustain outcomes.

Strategies for Outcomes that are Nonpositive

Although EBP project leaders look forward to positive results, it is possible that the implemented change will not meet the desired outcomes. According to Lengnick-Hall et al. (2022), performance gaps may indicate poor implementation, hence the need for a comprehensive outcome evaluation. Here, questions will be asked concerning how, when, and where the recommended activities occurred. The other question area is barriers and facilitators that influenced results. For instance, some participants may be unable to cope with the intensity of the exercise program due to their health state, motivation, and lack of support. This analysis will be the basis for understanding whether the project will be redone or better outcomes can be achieved by executing some modifications. A potential modification is increasing the length of the project or the frequency of the weekly exercises (from 2 to 3 times).

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

The project should be maintained if it achieves the desired results. In this case, it should be continued if it improves the participants’ functional performance and independence (clinically significant results). Continuous monitoring, support, and guidance are necessary to sustain positive outcomes. It can be extended in case of positive results, but improvements in some areas could maximize outcomes. A revision is needed when outcome evaluation demonstrates issues regarding how, where, and when the project was implemented. Such a revision includes adding another physical exercise component, such as endurance training, which improves muscle strength (Markov et al., 2023). The project should be discontinued if the participants are no longer interested or have no resources to sustain it. Such an exercise can also be discontinued when the participants can do everything independently, including data collection, analysis, and decision-making.

Conclusion

EBP is crucial to improving patient outcomes. Within nursing, change leaders determine the success of EBP projects through quantitative, qualitative, or mixed-methods evaluation. A quantitative approach through questionnaires is the most appropriate evaluation approach for the proposed project. Positive results are expected after the eighth week. To accomplish this, participants are supposed to exercise consistently, collaborate with the project leader, and seek support as situations necessitate.

References

Bazen, A., Barg, F. K., & Takeshita, J. (2021). Research techniques made simple: an introduction to qualitative research. Journal of Investigative Dermatology, 141(2), 241-247. https://doi.org/10.1016/j.jid.2020.11.029

O’Connor, S. (2022). Designing and using surveys in nursing research: a contemporary discussion. Clinical nursing research, 31(4), 567-570. https://doi.org/10.1177/10547738211064739

Lengnick-Hall, R., Gerke, D. R., Proctor, E. K., Bunger, A. C., Phillips, R. J., Martin, J. K., & Swanson, J. C. (2022). Six practical recommendations for improved implementation outcomes reporting. Implementation Science, 17(1), 16. https://doi.org/10.1186/s13012-021-01183-3

Markov, A., Hauser, L., & Chaabene, H. (2023). Effects of concurrent strength and endurance training on measures of physical fitness in healthy middle-aged and older adults: a systematic review with meta-analysis. Sports Medicine, 53(2), 437-455. https://doi.org/10.1007/s40279-022-01764-2

Lii, Y. Y., Tai, Y. C., Wang, H. Y., Yeh, I. C., Chiu, Y. C., Hou, C. Y., & Tsai, F. H. (2023). The impact of exercise training on physical activity among elderly women in the community: a pilot study. Healthcare (Basel, Switzerland), 11(18), 2601. https://doi.org/10.3390/healthcare11182601

Schuler, E., Mott, S., Forbes, P. W., Schmid, A., Atkinson, C., & DeGrazia, M. (2021). Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting. Journal of Research in Nursing, 26(1-2), 149-165. https://doi.org/10.1177/1744987121991417

Sharma, S. (2022). Nursing research and statistics – e-book. Elsevier Health Sciences.

Wickramarachchi, B., Torabi, M. R., & Perera, B. (2023). Effects of physical activity on physical fitness and functional ability in older adults. Gerontology & Geriatric Medicine, 9, 23337214231158476. https://doi.org/10.1177/23337214231158476

Evidence-based practice (EBP) projects generate varying findings about a particular intervention for a clinical problem. Ravinetto and Singh (2020) described dissemination as the targeted distribution of research information and materials to a specific public health or clinical practice audience. Since this distribution promotes large-scale implementation of the findings to maximize its benefits, particular attention to the dissemination strategies is critical. Commonly, dissemination strategies vary with the type and purpose of the research. They could be internal through report summaries to the targeted audience, using the organization’s education pages, and organization-wide presentations. A suitable strategy for organization-wide presentation is in-person meetings and communications with the organizational staff (Ashcraft et al., 2020). External dissemination includes printing in both mainstream and social media. For instance, the findings can be published in peer-reviewed journals or presented during nursing associations’ conferences (Matas, 2023). The choice of each strategy depends on effectiveness, cost, timing, and the targeted end users.

Stakeholders include individuals interested in the research findings and can maximize its benefits, which is the primary objective. For the proposed project (weekly exercise program to improve functional performance and independence among older adults), the organizational leaders and nursing colleagues are appropriate internal reviewers. They can provide informed judgment regarding the value of the project and what could be addressed before publishing it on external sites. As Ross-Hellauer et al. (2020) posited, communication with the audience should focus on passing information to facilitate research uptake and understanding. Formal and informal methods will be used interchangeably to engage the targeted audience/stakeholders. They include in-person meetings for direct interaction and feedback, emails (electronic communication) for project summaries, and phone calls to guide and engage those requiring more clarification on specific project areas.

References

Ashcraft, L. E., Quinn, D. A., & Brownson, R. C. (2020). Strategies for effective dissemination of research to United States policymakers: a systematic review. Implementation Science, 15, 1-17. https://doi.org/10.1186/s13012-020-01046-3

Matas, J. (2023). Publication and dissemination of research results. In A Guide to Responsible Research (pp. 93-105). Cham: Springer International Publishing.

Ravinetto, R., & Singh, J. A. (2023). Responsible dissemination of health and medical research: some guidance points. BMJ Evidence-Based Medicine, 28(3), 144-147. https://doi.org/10.1136/bmjebm-2022-111967

Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLoS Computational Biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.100770

NUR 590 Evidence Based Practice Proposal Final Paper FINAL

NUR 590: Evidence-Based Practice Proposal Final Paper 

Abstract 

The focus of this project is on evidence-based practice (EBP). Mostly, EBP care is centered on cost-effectiveness, patient-centered care, and enhancement of skills and competency of health care professionals. As such, EBP can be attributed to high standards of quality care and improved patient outcomes. In the current project, the focus is on screening for cervical cancer. The burden of cervical cancer continues to increase among the population. Currently, cervical cancer is the fourth leading cause of cancer-related mortalities among women globally. The burden of the disease is highest among the younger women, aged between 20 and 35 years. However, despite the high burden of this disease, the women are reluctant to go for screening. Therefore, this project proposed introduction of education programs for women aged between 20 and 35 years on cervical cancer screening to increase their willingness to undergo screening. Before initiating the project, the readiness of the organization to adopt the project was determined, the evaluation revealed that organization was moderately prepared for the project. The proposed solution was educational program to increase awareness on cervical cancer screening. The project used Trans-theoretical Model of behavioral change to foster acceptance of change. The implementation plan was established and a period of nine months was allocated for follow-up to establish clinical outcomes. Defining timeline was crucial in identification and allocation of resources for the project.  

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.  

Section C: Proposed Solution 

Successful application of evidence-based practice (EBP) projects contributes positively to the nursing practice and population health. Effective implementation is essential in ensuring introduction of new aspects of nursing practice to enhance patient outcomes. EBP solutions should align with the organizational mission and goals pertinent to health care. Therefore, the focus of this section is to explore the proposed solution and how the solutions align with various aspects such as organizational culture, anticipated outcomes, how to achieve the anticipated outcomes, and the impact of the outcome on the project.  

The Proposed Solution 

The proposed solution for this project is the provision of education to women aged between 20 and 35 years to increase their willingness to go for cervical cancer screening. Routine screening is essential in early detection and treatment of cervical cancer (Fontham et al., 2020). The educational interventions seek to make the target population become aware of the essence of going for screening (Naz et al., 2018). Moreover, there are many misconceptions in the society about cervical cancer screening that affect the readiness of the target population to go for screening. However, proper educational program will provide accurate information on cervical cancer screening and prevention.  

Essentially, the proposed intervention is consisted with EBP as it aims to promote the continuity of care. EBP is primarily concerned with utilization of current and best available evidence to inform health care decisions (Dang & Dearholt, 2017). In this project, the nurse educators can utilize EBP by relying on the current and the best available evidence to inform their educational program. The intervention also emphasizes on quality education and promotion of patient safety, which is consistent with EBP in healthcare. The proposed intervention is realistic to the current health care organization since it adopts solution that seeks to reduce health risk of cervical cancer to the target population, which is vulnerable to the disease. Although the intervention may require heavy financial resources to implement, it is still cost effective to the health care setting compared to the actual cost of treatment and managing the disease. Moreover, the organization often set supplementary budget to cater public health issues such as cervical cancer, thus, the project may not be costly for the organization.  

Organizational Culture 

Organizational culture is a crucial consideration in the implementation of the project (Ariza Aguilera, 2018). The proposed solution is consistent with the organizational culture. First, the organizational culture supports interprofessional collaboration, which is an essential aspect for the success of this project. The interprofessional collaboration enhances outcomes of care such as efficiency, quality and safety. The organization has a culture that supports change and innovation, which is likely to support successful implementation of proposed intervention in the organization. The proposed intervention also seek to foster EBP in providing educational programs, thus, it aligns with the organizational culture. The leadership and management is also supportive and motivate the use of innovative ideas in health promotions (Al-Ali et al., 2017). As such, the management is likely to support the implementation of the change project.  

Expected Outcomes 

The expected outcomes include increased awareness among the women aged between 20 and 35 years about the essence of going for cervical cancer screening. The other expected outcome is eradication of misconceptions in the society about cancer screening (Adunlin et al., 2019). Apart from screening, the education is also expected to provide the target population with pertinent information about cervical cancer prevention. Importantly, education will empower women to be responsible for their lives. Furthermore, since the aim of screening is to help in early detection and treatment of cervical cancer, it is expected that many cervical cancer cases will be diagnosed early and treatment, thus, reducing mortality rates significantly.  

Methods to Achieve Outcomes 

The educational program will be provided to women aged between 20 and 35 years about the essence of going for cervical cancer screening. Nurse educators will be used as the agents to promote change by educating the target population on the essence of cervical cancer screening (Fang et al., 2019). They are also expected to follow up to determine if the target population complies with the intervention. The intervention will be provided for eight months and a data will be collected after this period to determine the effectiveness. Possible barriers include resistance to change, varying literacy levels, and pulling out of the project by the participants (Adunlin et al., 2019). The barriers can be addressed by open and effective communication, active involvement, and creation of awareness. The assumption is that the project will yield positive outcome.  

Outcome Impact 

The proposed intervention will impact the relationship between nurses and the local communities since nurses will work together with target population and various stakeholders in the community to create awareness on cervical cancer screening (Fang et al., 2019). Nurses will also ensure follow up to enhance adherence to the prescribed interventions, thus, increasing patient satisfaction. The intervention will also result improved health outcomes since education will also focus on cervical cancer prevention.  

Section D: Change Model 

The selected model of change is the Trans-theoretical Model of behavioral change. The model was developed in 1970s by Prochaska and DiClemente. This model was created to demonstrate how individuals make decisions on behavioral change. The major assumption in this model is that behavioral change occurs gradually by a consistent process of improvements in behaviors (Hashemzadeh et al., 2019). The current project focuses on education of women aged between 20 and 35 years to increase their willingness to go for cervical cancer screening. Consequently, the Trans-theoretical Model of behavioral change is relevant to the current project since it can be used to guide the behavioral change among target population to achieve the desired change (Miller & Connelly, 2020). Essentially, increasing the willingness to go for cervical cancer screening occurs gradually and not once and this model will guide every step in the process of behavior change. As such, the model will be relevant in the project by demonstrating every stage of change such as the rationale for change, appropriate behaviors needed, and how to sustain the needed change, which ultimately leads to desired behavioral change outcomes.  

Stages of Change in the Model 

There are multiple stages of change in the Trans-theoretical Model of behavior change such as precontemplation, contemplation, Preparation, action, maintenance, and termination (Tseng et al., 2017). At the precontemplation stage, there is an assumption that the target population does not have intention to assume change in the near future. In this case, the women fail to acknowledge the implications of cervical cancer screening making them to underestimate the essence of behavioral change. At the contemplation stage, the target population begins to ponder making behavioral change in the near future. Here, the target population is already aware of the risks of cervical cancer but they are still not ready to change their behavior. The next stage is preparation stage where the target population is set to accept the behavioral change and initiates the steps to go for cervical cancer screening to achieve the desired change (Tseng et al., 2017). 

Next is the action stage. At this stage, the target population who recently assumed change strives to nurture its behavior change. The individuals involved, women aged between 20 and 35 years, make appropriate adjustment in their behavior to ensure they secure the change and hone the newly acquired behavior. Subsequently, maintenance stage follows where the individuals who had recently adopted change make effort to maintain the new behaviors and taking necessary actions to avoid relapse. The last stage is the termination stage where the targeted individuals do not prefer to return to old behaviors, which is failing to go cervical cancer screening in this project. Here, there is no room for relapse and the targeted individuals are eager to learn more about tapping on the benefits of the newly adopted behavior (Tseng et al., 2017).  

Application of these Stages on Project Implementation 

Precontemplation  

At this stage, women aged between 20 and 35 years who forms the target population have no plan to initiative to go for cancer screening. They do not understand the adverse consequences associated with cervical cancer.  

Contemplation Stage  

At this stage, women aged between 20 and 35 years who forms the target population begins to understand the value of screening for cervical cancer for early detection and treatment of the condition. They consider attending educational programs on cervical cancer screening in the near future. However, they are still not ready to change their behaviors.  

Preparation Stage 

At this stage, women aged between 20 and 35 years who forms the target population are ready to join nutrition education programs to learn about the benefits of cervical cancer screening. They instigate various actions to achieve the desired goals.  

Action  

At this stage, target population continues to involve in education programs and more uptake of cervical cancer screening.  

Maintenance  

Here, the target population is willing to continue going for cervical cancer screening as required and to find more information about cervical cancer screening to help in prevention of the incidences of cervical cancer. 

Termination  

This is the last stage. Women aged between 20 and 35 years who forms the target population have mastered the habit of cervical cancer screening for early detection and treatment of the condition. As such, the project intervention is terminated.   

Section E: Implementation Plan 

The Setting and Access Potential Subjects  

This EBP project will be conducted among women aged between 20 and 35 years in various health care settings in the United States to increase their willingness to go for cervical cancer screening. The implementation of the educational program will be spearheaded by nurses. A group-based educational approach will be used ensure a large number of the target population receives proper awareness on the benefits of cervical cancer screening (Guinea et al., 2019). On the other hand, the potential participants in this project will be acquired using various strategies such as asking various health care settings to refer patients that qualify for the project, door-to-door mobilization by community health workers, asking the identified participants to refer other potential participants, using techniques such as snowball to inform the community about the intervention, and using response from surveys to select participants.  

Amount of Time Needed for the Project 

The burden caused by cervical cancer is severe and it is imperative for women to be adequately prepared with information on preventive strategies. As such, it is important to allocate sufficient time for educating women on the essence of cervical cancer screening for early detection and treatment. The project supports provision of effectual educational intervention to foster high level of awareness of essence of cervical cancer screening. Therefore, allocating plenty time for educating women on benefits of screening will potentially lead to high uptake of screening services and prevention of incidences of cervical cancer. Although this intervention will involve providing education in groups, there will be consideration for individualized educational interventions that will help in supporting participants at individual level and also ensuring cultural competence care. Consequently, it is contemplated that the project will run for 12 weeks.  

Resources Needed in the Implementation of the Solution 

Human Resources 

Human resource is the primary resource required in this project. Providing education on screening requires collaborative effort from nurse educators, community organizers, nurse leaders, management, and physicians (Giddens & Morton, 2018).  

Fiscal Resources 

The fiscal resources involve the financial resources needed in the implementation of educational program on cervical cancer screening. The resources include remuneration for staff such as nurse educators, cost of equipment and materials to aid patient education, cost of hiring halls and other settings for providing education, funds for follow-up and supervision of patients, and cost of materials such as brochures, papers, and reviews used in the educational process (Giddens & Morton, 2018).  

Physical Resources 

The physical resources are those resources used facilitate successful provision of the intervention. In this project, the resources include the settings for conducting educational program such as halls, community centers, classrooms, and facilities where patients are accommodated while delivering the intervention. Physical resources also include cost of logistics such as transportation and telephone that are critical in the success of the project. There is need to mend physical resources routinely to suit the present and future demands of the intervention (Giddens & Morton, 2018).  

The Resource List 

The resources that will be used in this project include;  

• Self-learning packages which consist of content, objectives, and audiovisuals, and handouts.  

• Posters 

• Referrals 

• Community resources 

• Online sources 

• Non-pharmaceutical support for cervical cancer screening 

• Pharmaceutical interventions to screen for cervical cancer.  

Methods and instruments to Monitor Implementation Process 

Tests 

Test is one method that can be used to monitor the implementation process. For instance, test monitoring can be used to track the development of the project by facilitating responses on the progress of the implementation process. It can also be used to gauge the type of testing against the methods of implementing the project to establish the suitability of the project implementation. Moreover, test monitoring can be used to collect the information to anticipate the future efforts in implementation.  

Scale 

Scales are also ideal instruments in monitoring the implementation process. For instance, the Goal Attainment Scale can be used to evaluate the process of implementation by expressing different objectives on a common scale, thus, facilitating sporadic assessment, recognize areas that need adjustment, and validate the expected outcomes (Debreceni-Nagy et al., 2019).  

Questionnaire 

Questionnaires can also be used to monitor the implementation process by helping in seeking response to set questions about the screening for cervical cancer. The predetermined questions are important in authenticating the quality of implementation process and also stress the usefulness of the method used. In addition, questionnaires also provide essential information that can be utilized in to adjust the implementation technique to enhance the effectiveness of the implementation process (Vidal-Alaball et al., 2020).  

The Process of Delivering the Intervention 

The first process in the delivery of the intervention is to seek the support of leadership and management of the host health organization. Leadership and management support is essential in location of required resources in the delivery of intervention such as human resources, financial resources, fiscal resources and physical resources (Shao et al., 2016). The support is also critical in fostering evidence-based approaches and effective designing of the program. The other process is for nurses to create a healthy and close relationship with interprofessional team to foster their support, facilitate the referral process, thus, fostering the educational program. It is also important to emphasize on the expediency and convenience of the intervention to a large population of women aged between 20 and 35 years who are at high risk of cervical cancer. It is also necessary to focus most on follow up of the participants since the success of this intervention will largely depend on the frequent follow ups. Follow-ups van be done by visiting the participants by using phone call.  

Outline of the Data Collection Plan 

In this project, the data collection will be conducted using various tools including questionnaires, follow-up interviews, clinical interviews, and chart audits (Kumar & Singh, 2018). After the data collection, the data will be stored securely and availed whenever analysis is required. The management of data will be done using various steps. The initial step is to clean the data by deleting or correcting all the inconsistencies and errors. This process need to be continuous to ensure data integrity. The other step is to ensure that relevant stakeholders are provided with training and responsibility on data entry protocols. The final step is to create data authentication guidelines and regulations to help the system administrators to limit and manage what the system users can feed into the system, which in turn lead to data integrity. The data management should be a function of the management given that it an administrative process.  

Strategies to Deal with the Management of Any Barriers, Facilitators, and Challenges 

Essentially, there is hardly any project that can be implemented without facing barriers, facilitators, and challenges (Lucas, 2020). Consequently, in this project, the best way to deal with potential barriers and challenges is to ensure effective communication between the nurses and the participants and other health care providers. Moreover, nurses should ensure individualized and cultural responsive educational programs to avoid incidence of resistance to change. Moreover, strategies that can be used as facilitators of the project include utilization of national campaigns, family members, peers, and public lectures. These strategies can also be used to address the potential challenges and barriers.  

The Feasibility of the Implementation Plan 

The project was anchored on the evidence-based practice. Therefore, the project had higher practicability chances since relevant and current evidence were used to inform the all decisions in the project (Dang & Dearholt, 2017). Moreover, the project used nurses to advance the education on the essence of cervical cancer screening. Nurses are the health care professionals who spend most time patients and so, they are likely to develop close relationship with the participants, which is necessary in ensuring that free environment where the participants can freely engage with the nurses. This is vital for the success of the project. On the other hand, the cost of personnel, consumable supplies, equipment, and other costs should be provided by the host health care organization. However, since the issue of cervical cancer is a serious public health concern, request could be made to government and other agencies supporting fight against cancer to provide more funds to the project.  

Plans to Maintain, Extend, Revise, and Discontinue a Proposed Solution after Implementation 

Cervical cancer is highly prevalent and has become public health concern. As such, if the project achieves its desired outcomes after the implementation, it is likely to be maintained. Regarding the plans for extension, the project extension can only be done where the prevailing circumstances make it difficult to achieve the desired outcomes yet the project is still believed to have great potential. On the other hand, revision of the project can only be done when it has been established that additional inputs can results into additional benefits to the project. Lastly, the discontinuity of the project can be done after the Post-Implementation review (PIR) demonstrate that the project has failed to realize the expected outcomes and the continuation of the project is unlikely to create yield any benefit as suggested by (Indra, 2019).  

Section F: Evaluation of Process 

Description of the Rationale for the Methods used in Collecting the Outcome Data 

Utilization of various techniques for collecting the outcome data was informed by different reasons. For instance, questionnaires were used due to many essential elements that can be used to determine the rate of satisfaction in the whole process of data collection. Other techniques such as follow-ups, clinical interviews, and chart audits were utilized to support the participants and determine areas that needed improvement. Moreover, the test monitoring was utilized to trail the development of the project, establish the suitability of the implementation process, and gather the information to help in the future implementation efforts (Hennink et al., 2020).  

The way Outcome Measures Evaluate the Extent to which the Project Objectives are Achieved 

The outcome measures can help in assessing the extent to which the project objectives were achieved by evaluating the degree in which the project implementation has influenced the health outcomes for the target population. Moreover, the outcome measures can help to determine whether or not the project has achieved the objectives (Gibbons et al., 2016). In situations where the objectives are not met, the outcome measures can help in making changes to ensure realization of the objectives.  

How the Outcomes will be Measured and Evaluated Based on the Evidence 

The measurement and evaluation of outcome data will be conducted by standard data collection tools that have been proven to be effective (Stover et al., 2020). However, these tools are required to be realigned or developed to meet the local needs of the target population. Moreover, it is recommended to perform preliminary test prior to rolling out of the measures to the target population. On the other hand, the validity will be established if the data accurately measure what they are needed to measure. The reliability on its side will be determined if the outcomes measures match with standard deifications and methods. On the other side, the applicability will be determined when the outcome measures improve screening for cervical cancer among the target population.  

Description of the Strategies to take if Outcomes do not Provide Positive Results 

The ideal strategy the implementation team can use when the outcomes do not provide positive results is to take control, stay focused, and develop a centralized communication system to help in managing the project and taking it back to the right track. The other strategy is to design the project with flexibility that enables adjustment in case the outcomes fail to yield positive outcomes. The implementation team should also be able to recognize the root cause of the problem, acknowledge areas of problem, and take initiatives to address the problems, and strive to find solutions to the appropriate implementation path. Moreover, contingency plans should be in place, which are the fall back measures of the project (Kerzner, 2018).   

Description of the Implications for Practice and Future Research 

The aim of this project was to implement education program to help in creating awareness on the benefits of cervical cancer screening among women. Although nurse educators can play crucial role for the success of this project, they may face challenges of cultural competency educational interventions. Failure to take cultural practices and values while delivering educational programs on cervical cancer screening can lead to adverse outcomes (Purnell & Fenkl, 2019). Therefore, it is recommended that the future studies need to emphasize on adopting culturally responsive educational programs when dealing with diverse population like in the present project.  

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Appendices 

Appendix A: Conceptual Model of the Project 

Appendix B: Data Evaluation and Collection Tools (Sample Questionnaire to evaluate participants learning) 

Teaching Improvement Form  

Instructor: ______________________ Time to complete form __________ 

Topic: _________________ Date of Evaluation: ____________ 

Bottom of Form 

Appendix C: Budget 

Appendix D: A Timeline 

Appendix E: Resource List 

• Self-learning packages which consist of content, objectives, and audiovisuals, and handouts.  

• Posters 

• Referrals 

• Community resources 

• Online sources 

• Non-pharmaceutical support for cervical cancer screening 

• Pharmaceutical interventions to screen for cervical cancer.  

Appendix F: Approval Forms 

Informed Consent 

Hello, my name is X. I am conducting a research in partnership with our hospital to educate women on the importance of screening for cervical cancer. The focus of the research is to reduce the incidences, complications, and mortalities associated with cervical cancer. Your participation in the project is voluntary and you will be required to participate in the educational program for a period of eight months. Your participation is highly essential because it will provide evidence of the benefits of education on cervical cancer screening among women. Your safety in the study is guaranteed. The personal information will be kept private and confidential. Your identity will also be kept secret.  

Participant Consent 

 
I have read and I understand the given information and had the opportunity to make inquiries. I understand that this is a voluntary participation and that I am at liberty to leave at any time, without providing a reason and at no cost. I acknowledge that a copy of this consent form will be given to me. I willingly agree to participate in this study. 

 
 
Participant’s signature ______________________________ Date __________  
 
Investigator’s signature _____________________________ Date __________