In 500-750 words, develop an evaluation plan to be included in your final evidence-based practice project. Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

1. Describe the rationale for the methods used in collecting the outcome data.
2. Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved.
3. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability.
4. Describe strategies to take if outcomes do not provide positive results.
5. Describe implications for practice and future research.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Monica Bullock    1 posts   Re: Topic 3 DQ 1  Paz-Pacheco, E., Sandoval, M. A., Ardena, G. J. R., Paterno, E., Juban, N., Lantion-Ang, F. L., … Bongon, J. (2017). Effectiveness of a community-based diabetes self-management education (DSME) program in a rural agricultural setting. Primary Health Care Research & Development (Cambridge University Press / UK), 18(1), 35–49. https://doi- org.lopes.idm.oclc.org/10.1017/S1463423616000335  This study was done to assess the effectiveness of diabetes self-management in rural agricultural towns. It gives a great out line of how the programs were implemented and great statistics. This fits with the population that I deal with at my practicum sight. The down side is that the study was conducted in the Philippines. Not that the information is not valid it just makes it less relatable. On that not I think I would need more information for evidence based practice changes, something relatable to the US. For my capstone project I think it provides great ideas to solve the problem.  Carlos Vasconcelos, António Almeida, Maria Cabral, Elisabete Ramos, & Romeu Mendes. (2019). The Impact of a Community-Based Food Education Program on Nutrition- Related Knowledge in Middle-Aged and Older Patients with Type 2 Diabetes: Results of a Pilot Randomized Controlled Trial. International Journal of Environmental Research and Public Health, (13), 2403. https://doi-org.lopes.idm.oclc.org/10.3390/ijerph16132403  This study focused on food based interventions. Educating the community on food and how it will affect the body. Randomly people were assigned a workout program and diet program then tested the knowledge of food nutrients through a questionnaire before and after to produce results. I think this is a good study to use because it shows how food is a major role in life style changes and the effects on A1C. The down side is the study data is confusion to read and it does only focus on a specific demographic, but it does apply to the question I want to answer. This would be relatable and with the support of another study would be great for evidence based change.  Prezio, E. A., Pagán, J. A., Shuval, K., & Culica, D. (2014). The Community Diabetes Education (CoDE) Program: Cost-Effectiveness and Health Outcomes. American Journal of Preventive Medicine, 47(6), 771–779. https://doi- org.lopes.idm.oclc.org/10.1016/j.amepre.2014.08.016  The study looks at how effective community based teaching programs are with minority and low income groups. Once education was initiated the participants A1 C was tracked for a year to observe for any improvements. Cost was also evaluated vs benefits. I think this is a good one study to use since in recent years I have seen these type of programs pop up in the community. The study focuses on Mexican American who are uninsured, a large part of my community population. I think this would provide enough for evidence based practice changes since it is relatable to my community.  Bielamowicz, M. K., Pope, P., & Rice, C. A. (2013). Sustaining a Creative Community-Based Diabetes Education Program: Motivating Texans With Type 2 Diabetes to Do Well With Diabetes Control. Diabetes Educator, 39(1), 119–127. https://doi- org.lopes.idm.oclc.org/10.1177/0145721712470605  This is an interesting one that take place in Texas and uses cooking as the way to have patients take action in the their own self-care. Using a free healthy cooking class offered to anyone that signed up participants were interviewed at the beginning to see what they viewed as healthy life style changes and cooking. A1Cwere also measured and glucoses levels. At the end of the classes the same things were measured to show improvement and more interest in self-care. This is a unique way to have patients take responsibility for their care through the food they prepare. The down side is the person has to have an interest in cooking and food. On its own I think this would have a strong argument for evidence based changes, but would be stronger with added support from a different study.  Aguiar, E. J., Morgan, P. J., Collins, C. E., Plotnikoff, R. C., Young, M. D., & Callister, R. (2016). Efficacy of the Type 2 Diabetes Prevention Using LifeStyle Education Program RCT. American Journal of Preventive Medicine, 50(3), 353–364. https://doiorg.lopes.idm.oclc.org/10.1016/j.amepre.2015.08.020  This study looks at the PULSE program which contains education on weight loss through life style modifications. It followed high risk men for one year to see if there was improvements in A1C and glucose with the implementation. The program is gender tailored and individually tailored. Weakens would be it only focusses on men, but still could provide good information on life style changes and the effects.

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.

Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas.

Provide the following descriptive statistics:

1. Measures of Central Tendency: Mean, Median, and Mode
2. Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
3. Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to LopesWrite.

AttachmentsHLT-362V-RS5-NationalCancerInstitutedata.xlsx 

 
1 postsRe: Topic 5 DQ 2

This catastrophic earthquake took place on January 12, 2010, in the country of Haiti. With a magnitude of 7.0. on the Richter scale, this earthquake took many lives. An international relief operation was initiated soon after the earthquake happened. The United States sent thousands of military troops to Haiti to provide resources, help with finding lost loved ones and friends and help sustain peace.

According to Green (2018), “Primary prevention in disaster management involves planning prior to the disaster.” Thinking of the situation that is taking place and planning how to overcome the obstacles to help treat and save people. For instance, access to surgical, medical and emergency equipment, plans set in place to handle burns, trauma or other issues that might occur. Access needs to also be available to medications like antibiotics and IV fluid. Additionally, Green (2018) adds that “Secondary prevention may occur when the onset of the disaster has occurred or within hours of its impact; this is when the response occurs during a disaster.” This could be priority immunizations, including mass vaccination campaigns for tetanus immunization as part of wound care. This happens in the second phase to insure that once people are not in danger, they do not get an infection from a secondary situation. Secondary situations to educate on would be wound care and proper dressing change Finally, Green (2018 ) describes the last stage as “Tertiary prevention occurs after the offending event has ceased and the focus is on recovery.” This stage is when the recovery process begins. The duration of the recovery phase varies and can focus on the mental health of persons involved in the tragedy. Spiritual guidance and prayer are highly recommended at this stage to help people cope with the disaster.

There are many organizations that manage a crisis to this magnitude. One organization that I would work with is FEMA. FEMA is trained to respond to crisis situations and has a protocol already in place to follow to ensure the safest and most effective rescue and treatment for the public. I would also work with the American Red Cross. This organization is also highly trained to deal with disaster situations and getting proper supplies to people in need. I would also work with community churches and faith-based organizations to help people spiritually and mentally.

References

Community and Public Health: The Future of Health Care. (2018). Retrieved from Grand Canyon University (Ed.): https://lc.

ENGL 1020: Composition /Analysis     

University of Memphis

Week #9: Drafting and Reviewing the Research Draft 

This week, you are going to workshop your Researched Argument Drafts, then turn in the Completed Draft.  Please note the following internal deadlines:

• Wednesday at 11:59 pm: Drafts with the “Author’s Memo” attached due to Group DropBox 
• Friday at 11:59pm: “Reader Reports” due to Group DropBox
• Sunday by 11:59pm: Complete Researched Essay Draft due 

Remember that this assignment requires five academic or government sources.  Academic sources are found on a library database, but not everything that you find on a library database is automatically acceptable.  Scholarly sources usually have some or all of the following characteristics:

• Scholarly publisher
• Credentialed author(s)
• An abstract (brief summary)
• Literature Review
• Methodology
• References

Click here for more information on identifying scholarly sources.

Newspapers and magazines are NOT scholarly sources. They may be used, but in addition to the requirement of five scholarly sources.  Please note this if you are citing articles from sources such as The Commercial Appeal, Memphis Daily News, The Washington Post, etc.

If you aren’t sure if a source is scholarly, you can use the library website’s “chat” feature to check with a librarian in live time!

Unit Tasks:

• Reread the “Research Draft Essay Assignment” at the beginning of the Unit.
• Read: 
  1. Review “Researching Memphis: Drafting and Writing a Research Paper” pp. 391-406
  2. Review “What is Argument?” pp. 333-344
• Once you have a full draft, complete the “Author’s Memo” in Week #9. Upload the Memo and a copy of your draft to the Group DropBox by Wednesday at 11:59pm.
• Read your Workshop Groupmates’ essays. 
• Fill out and return your “Reader’s Report” to the peers in your Workshop Group by Friday at 11:59pm.
• Read your Reader Reports and revise your Rhetorical Analysis.
• Complete Researched Essay Draft is due to the Dropbox by Sunday at 11:59 pm