This is an individual assignment. Using your group’s assigned case study, create a PICO question using the PICO template.*  Using the PICO format leads to effective searches and best available evidence pertaining to interventions’ effectiveness. Conduct a literature search for best available evidence supporting best practices. The Joanna Briggs Institute (JBI) Library of Systematic Reviews is one of several databases you may search. Refer to Search Resources: Weblinks to Resources for Search and Appraisal* for search assistance and instruction. The documentExample of a Search Table* shows one way to organize your search process. Appraise the evidence using a critical appraisal tool (e.g., AGREE II,* CASP,* JBI*).

These are components that must completed as part of your final QI Report of Project. Together, these EBP tasks directly relate to course objective “integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.”  

*item found in QI Project Resources

You should include the following:

• What is your PICO question? Post completed PICO template and question
• Summarize your search strategy
• Indicate the tool you selected to use for critical appraisal and rationale for selection (Note: You will likely identify and appraise several items to determine the “best available evidence” to include in final report. In this discussion post, you are required to post only one appraised item)
• Post completed appraisal/checklist; this should include appraisal criteria and how you applied the appraisal process to your selected resource
• Include any questions you have and/or challenges encountered

You are admitting a 19-year old female college student to the hospital for fevers.  Using the patient information provided, choose a culture unfamiliar to you and describe what would be important to remember while you interview this patient. Discuss the health care support systems available in your community for someone of this culture. If no support systems are available in your community, identify a national resource.

  

Program Evaluation
In this Discussion, you and your colleagues identify a theory or model for evaluation and establish appropriate forms of evaluation for your programs.
As noted in Week 3 of this course, a particular theory or model is not necessarily appropriate for every program. It is important to consider the specifics of the problem and the target population when making that selection. This is important to keep in mind, also, as you examine theories and models related to program evaluation. In this instance, various facets of the program such as goals and objectives should be taken into consideration. Once selected, theory can provide a framework for evaluation.
In addition, there are distinct purposes for the elements of assessment addressed this week: performance measurement, monitoring, and summative evaluation. How do you foresee these being applied in your program?

To prepare:

• Review this week’s Learning      Resources. You may wish to review the Week 3 Learning Resources as well,      which may be pertinent.
• Consider the various facets of your      program plan, such as your program goal(s) and objectives.
• Choose the evaluation theory or model      (from nursing or related fields) most appropriate to your program. Be      prepared to justify the choice of your model as it relates to your      program.
• Based on the program you have      developed:
  • Create a time line for when to do       measuring, when to implement monitoring, and when to evaluate program       outcomes.
  • What types of data would you need to       collect in order to measure performance, monitor the progress of the       program, and assess the program outcomes?

By tomorrow Tuesday 1/22/19 6 pm, write a 550 words essay in APA format with a minimum of 3 references (see required reading list below). Include the level headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Identify an evaluation theory or model that is most appropriate to support your program plan. Explain which field developed this theory or model and describe how it has been applied in fields other than nursing. Support your response with evidence from the literature (See attached file on week 3 discussion).

2) Share a time line that articulates how and when you would engage in various elements of evaluation for the program you have been developing. Be as specific as possible and provide your rationale for each decision point (no later than 2020).

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

· Chapter 10, “Program Evaluation: Background and Basics”

Chapter 10 outlines steps for designing evaluation during program planning.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

· Review Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

· Chapter 11, “Impact Program Evaluation and Hypothesis Testing”

· Review Chapter 10 and read Chapter 11 to examine aspects of evaluation essential to program planning.

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10,1–9

Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689–695.

Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50–56 doi.org/10.1016/j.evalprogplan.2016.03.007

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Performance Measurement, Monitoring, and Evaluation” (featuring Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, and Dr. Debora Dole)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

In this week’s videos, Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, Dr. Debora Dole discuss evaluation for programs.

Optional Resources

Ahmad, F., Roy, A., Brady, S., Belgeonne, S., Dunn, L., & Pitts, J. (2007). Care pathway initiative for people with intellectual disabilities: Impact evaluation. Journal of Nursing Management, 15(7), 700–702.

This article is an example of an impact evaluation.

Gard, C. L., Flannigan, P. N., & Cluskey, M. (2004). Program evaluation: An ongoing systematic process. Nursing Education Perspectives, 25(4), 176–179.

This article discusses the use of accreditation standards and site visits as a plan for ongoing evaluation for a nursing program.

Graff, J. C., Russell, C. K., & Stegbauer, C. C. (2007). Formative and summative evaluation of a practice doctorate program. Nurse Educator, 32(4), 173–177.

Milne, L., Scotland, G., Tagiyeva-Milne, N., & Hussein, J. (2004). Safe motherhood program evaluation: Theory and practice. Journal of Midwifery & Women’s Health, 49(4), 338–344.

This article identifies and evaluates the different approaches to program evaluation related to safe motherhood.

Centers for Disease Control and Prevention. (2007). Chronic disease indicators [Data set]. Retrieved from https://www.cdc.gov/cdi/.

This site allows you to search and compare different regions for specific chronic disease indicators.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.

Details:
 

The field of nursing has changed over time. In a 750-1,000 word   paper, discuss nursing practice today by addressing the following:

1. Explain how nursing practice has changed over time and how     this evolution has changed the scope of practice and the approach to     treating the individual.
2. Compare and contrast the     differentiated practice competencies between an associate and     baccalaureate education in nursing. Explain how scope of practice     changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care,     or approaches to decision-making, differ between the BSN-prepared     nurse and the ADN nurse.
4. Discuss the significance of     applying evidence-based practice to nursing care and explain how the     academic preparation of the RN-BSN nurse supports its   application.
5. Discuss how nurses today communicate and collaborate with     interdisciplinary teams and how this supports safer and more     effective patient outcomes.

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

Promoting Health Care Quality-  Quality Improvement Issue  

To help you move forward with your Course Project, this week you identify a quality issue that you would like to address and submit a description of this issue for Instructor feedback.   Your proposed issue should reflect a genuine need for improvement within your selected health care organization. Through your Course Project, you will analyze this issue and propose strategies to improve outcome(s), including the redesign of a related process.  

To prepare: •Review the six quality improvement aims from the Institute of Medicine (IOM) presented in Chapter 3 of the Sadeghi, Barzi, Mikhail, and Shabot text. 

•Conduct a search of the literature to help you identify a specific issue that warrants attention and action to promote quality improvement. 

•Consider what you have surmised thus far through your analysis of the organization that you selected. What have you noticed that could help you identify a quality-related need for improvement? For instance: 

•What has captured your attention in meetings, reports, and/or daily activities? 

•Have you noticed discrepancies between activities in the organization and recommendations in the research literature, quality standards, and/or the organization’s stated policies and procedures? 

•If so, what do you think could be the reason(s) for variations or gaps between what you have observed and what is recommended?  

•Identify a quality improvement issue that you would like to investigate for this project.

The instructions for this assignment asks for students to identify a quality improvement issue, and provide a description of the issue they wish to pursue. This can be accomplished in 2 paragraphs.

ReferencesHickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.  

•Chapter 10, “Evaluation of Patient Care Standards, Guidelines, and Protocols” (pp. 207-226)

 •Chapter 12, “Evaluating Populations and Population Health” (pp. 265-280) Chapter 10 reviews methods for using national, local, and organizational standards to evaluate the quality of health care practices. Chapter 12 examines strategies for identifying quality issues through the evaluation of populations.   Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers. 

 •Chapter 3, “General Concepts in Quality” (pp. 45–82) See the six aims for quality proposed by the Institute of Medicine (IOM).   Bellot, J. (2011). Defining and assessing organizational culture. Nursing Forum, 46(1), 29–37.

https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_27/MS_NURS/NURS_6231/artifacts/USW1_NURS_6231_Week04_Bellot_2011.pdf