Term-Long Project Evidence-Based Practice Proposal Solution

Term-Long Project Evidence-Based Practice Proposal Solution

Term-Long Project Evidence-Based Practice Proposal. Identify an interprofessional healthcare disparity and develop an EBP project proposal to improve that disparity.

The Term-Long Project (TLP) provides an opportunity to work collaboratively and inter-professionally while exploring a variety of issues related to local, regional, and global health concepts. Students gain technology knowledge and skills during the development of a Term-Long Project Group Report, exhibit team building skills, refine problem-solving and time management skills, improve communication skills by presenting their work to others in both the written and verbal formats, and practice leadership and evaluation skills through critique of peer work.

 

Course Outcomes

This assignment provides evidence of the following course outcomes:

  • CLO#2: Apply concepts of population-based practice and community as partner. (IL2)
  • CLO#5: Design interprofessional, evidence-based, population-level interventions to improve identified health disparities within a population/community. (IL2, IL3)

Credit

Review the rubric in the course assignment to determine how points are awarded.

 

Due Date

The assignment is due no later than Sunday at 1159 p.m. in Week 2 of this unit.

 

Requirements

  1. Use the developing/underdeveloped country reviewed in your group Term-Long Project Group Report as you prepare this assignmentDO NOT use the developed country from the Term-Long Project Group Report assignment!
  2. Review the grading rubric carefully prior to beginning to work, and frequently throughout the process, to be sure you are meeting all expectations. If you have questions or are unsure about anything, please contact your course faculty member.
  3. Professional grammar, mechanics, and APA format and style are expected. Maintain a professional and academic tone.
  4. You are encouraged to use the Writing Center prior to submitting the assignment for grading. This will require advanced planning to ensure the paper is returned to you in time to meet the assignment deadline.
  5. During this phase of the TLP you will create an individual written paper that creates a proposal for an evidence-based practice project that fully conforms to APA guidelines and uses the following level one headings (in the order provided and without the page numbers or clarifying information below). Additional headings are not permissible. A title page is required. The provided page limits must be adhered to. The total paper will be between 8 to 12 pages not counting the title page or references. This project proposal must reflect the developing/underdeveloped country you worked with in your Term-Long Project Group Report assignments in Units 3-5. Identify an interprofessional healthcare disparity related to that country and develop an EBP project proposal to improve that disparity in the identified country. Do not create a research project–use appropriate EBP terminology.
  6. Per APA guidelines, repeat the title of the paper on the first line of the first page of the body of the paper, followed by the introduction. (1/2 page)
  7. Overview of Country (1/2-1 page). This section provides an overview of/introduction to the underdeveloped/developing country you used in the Term-Long Project Group Report assignment.
  8. Description of Healthcare System (1/2-1 page). This section provides a detailed description of the type of healthcare system, it’s strengths and weaknesses, and pertinent additional information.
  9. Identification of Healthcare Disparity (interprofessional) (1/2-1 page). This section identifies a healthcare disparity faced by this country. The disparity must be amenable to improvement through an evidence-based practice (EBP) project.
  10. PICOT Question (1/2 page). This section states the PICOT question that will guide the evidence review for your EBP project. The PICOT must be in full PICOT format (the P before the I before the C, etc). State the PICOT in a single sentence and then provide operational definitions for each of the PICOT elements. Ensure the writing conforms to APA guidelines and flows well.
  11. Evidence-Review (1-2 pages of at least 5 research studies). Provide a synthesis of the evidence review. This is not a study by study summary, but instead an integrative synthesis of the findings that seeks to answer the PICOT question. Provide the answer to the PICOT question in the final paragraph of this section.
  12. Interprofessional Approach to Improve the Healthcare Disparity (1-2 pages). How will this EBP project focus on an interprofessional approach to improve the healthcare disparity you seek to improve? Be specific? Include at least three different healthcare disciplines that will be involved and state how the healthcare disparity benefits from each disciplines expertise.
  13. Stakeholders & Overcoming Barriers (1 page). Who are the major stakeholders in this EBP project? How will you gain their support? What barriers must be overcome to make the project a reality?
  14. Funding and Sustainability (1/2 page). What are the costs associated with this EBP project and how will you gain funding? How will you create sustainability for the project into the future?
  15. Evaluation and Analysis Plan (1/2-1 page). What data must be collected to evaluate if this EBP project was effective in addressing the healthcare disparity identified? How will you analyze the data once it is collected?
  16. Lessons Learned (1 page). What is the most important thing you learned about this country or the identified healthcare disparity in planning this EBP project? How will you use what you’ve learned to help you become a more effective interprofessional team member, evidence-based practitioner, or global citizen in the future?
  17. Conclusion (1/2 page). Provide a summary of the major points made in this paper. Do not introduce new information.
  18. References (at least 10). Ensure references are in APA format and that they meet the requirements stated in the rubric.
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You will use this paper as you create the presentation due in Unit 7.

Term-Long Project Evidence-Based Practice Proposal Solution

Term-Long Project Evidence-Based Practice Proposal. Identify an interprofessional healthcare disparity and develop an EBP project proposal to improve that disparity.

The Term-Long Project (TLP) provides an opportunity to work collaboratively and inter-professionally while exploring a variety of issues related to local, regional, and global health concepts. Students gain technology knowledge and skills during the development of a Term-Long Project Group Report, exhibit team building skills, refine problem-solving and time management skills, improve communication skills by presenting their work to others in both the written and verbal formats, and practice leadership and evaluation skills through critique of peer work.(Term-Long Project Evidence-Based Practice Proposal)

 

Course Outcomes

This assignment provides evidence of the following course outcomes:

  • CLO#2: Apply concepts of population-based practice and community as partner. (IL2)
  • CLO#5: Design interprofessional, evidence-based, population-level interventions to improve identified health disparities within a population/community. (IL2, IL3)

Credit

Review the rubric in the course assignment to determine how points are awarded.

 

Due Date

The assignment is due no later than Sunday at 1159 p.m. in Week 2 of this unit.

 

Requirements

  1. Use the developing/underdeveloped country reviewed in your group Term-Long Project Group Report as you prepare this assignment. DO NOT use the developed country from the Term-Long Project Group Report assignment!
  2. Review the grading rubric carefully prior to beginning to work, and frequently throughout the process, to be sure you are meeting all expectations. If you have questions or are unsure about anything, please contact your course faculty member.
  3. Professional grammar, mechanics, and APA format and style are expected. Maintain a professional and academic tone.
  4. You are encouraged to use the Writing Center prior to submitting the assignment for grading. This will require advanced planning to ensure the paper is returned to you in time to meet the assignment deadline.(Term-Long Project Evidence-Based Practice Proposal)
  5. During this phase of the TLP you will create an individual written paper that creates a proposal for an evidence-based practice project that fully conforms to APA guidelines and uses the following level one headings (in the order provided and without the page numbers or clarifying information below). Additional headings are not permissible. A title page is required. The provided page limits must be adhered to. The total paper will be between 8 to 12 pages not counting the title page or references. This project proposal must reflect the developing/underdeveloped country you worked with in your Term-Long Project Group Report assignments in Units 3-5. Identify an interprofessional healthcare disparity related to that country and develop an EBP project proposal to improve that disparity in the identified country. Do not create a research project–use appropriate EBP terminology.(Term-Long Project Evidence-Based Practice Proposal)
  6. Per APA guidelines, repeat the title of the paper on the first line of the first page of the body of the paper, followed by the introduction. (1/2 page)(Term-Long Project Evidence-Based Practice Proposal)
  7. Overview of Country (1/2-1 page). This section provides an overview of/introduction to the underdeveloped/developing country you used in the Term-Long Project Group Report assignment.
  8. Description of Healthcare System (1/2-1 page). This section provides a detailed description of the type of healthcare system, it’s strengths and weaknesses, and pertinent additional information.
  9. Identification of Healthcare Disparity (interprofessional) (1/2-1 page). This section identifies a healthcare disparity faced by this country. The disparity must be amenable to improvement through an evidence-based practice (EBP) project.
  10. PICOT Question (1/2 page). This section states the PICOT question that will guide the evidence review for your EBP project. The PICOT must be in full PICOT format (the P before the I before the C, etc). State the PICOT in a single sentence and then provide operational definitions for each of the PICOT elements. Ensure the writing conforms to APA guidelines and flows well.(Term-Long Project Evidence-Based Practice Proposal)
  11. Evidence-Review (1-2 pages of at least 5 research studies). Provide a synthesis of the evidence review. This is not a study by study summary, but instead an integrative synthesis of the findings that seeks to answer the PICOT question. Provide the answer to the PICOT question in the final paragraph of this section.
  12. Interprofessional Approach to Improve the Healthcare Disparity (1-2 pages). How will this EBP project focus on an interprofessional approach to improve the healthcare disparity you seek to improve? Be specific? Include at least three different healthcare disciplines that will be involved and state how the healthcare disparity benefits from each disciplines expertise.(Term-Long Project Evidence-Based Practice Proposal)
  13. Stakeholders & Overcoming Barriers (1 page). Who are the major stakeholders in this EBP project? How will you gain their support? What barriers must be overcome to make the project a reality?
  14. Funding and Sustainability (1/2 page). What are the costs associated with this EBP project and how will you gain funding? How will you create sustainability for the project into the future?(Term-Long Project Evidence-Based Practice Proposal)
  15. Evaluation and Analysis Plan (1/2-1 page). What data must be collected to evaluate if this EBP project was effective in addressing the healthcare disparity identified? How will you analyze the data once it is collected?
  16. Lessons Learned (1 page). What is the most important thing you learned about this country or the identified healthcare disparity in planning this EBP project? How will you use what you’ve learned to help you become a more effective interprofessional team member, evidence-based practitioner, or global citizen in the future?(Term-Long Project Evidence-Based Practice Proposal)
  17. Conclusion (1/2 page). Provide a summary of the major points made in this paper. Do not introduce new information.
  18. References (at least 10). Ensure references are in APA format and that they meet the requirements stated in the rubric.
See also  Self-Assessment of Clinical Skills Comprehensive Solved Nursing Paper Example

You will use this paper as you create the presentation due in Unit 7.

Term-Long Project Evidence-Based Practice Proposal Solution

           As the healthcare industry ushers in the third decade of the 21st century, one of the leading health issues is the management of heart failure, which continues to prove to a significant health challenge. The aging population and the rising prevalence of HF serve to increase the healthcare costs shared by the individual patient and third-party payers (Savarese & Lund, 2017). One of these interventions is HF patient education, which entails making the patients ware of HF warning signs and how to manage them before they degenerate into hospital admissions(Term-Long Project Evidence-Based Practice Proposal). Following the proposed EBP intervention of decreasing the one-month readmission rates in acute care settings, the intervention of increasing knowledge and self-help activities, the third section of the EBP project aims to describe the proposed solution. Additionally, this essay examines the EBP site organizational culture, expected outcomes, and the methods used to achieve the outcomes together with the outcomes impact before winding the essay with a conclusion.(Term-Long Project Evidence-Based Practice Proposal)

Proposed Solution

Healthcare providers acknowledge that HF is a long-term condition with an increased prevalence emanating from the enhanced medical management therapies. Be that as it may, it remains one of the costliest cardiovascular diseases in the US and a leading cause of hospitalization. While this might be the case, Howie- Esquivel et al., 2015 note that half of the readmissions are preventable since they are caused by insufficient teaching upon discharge, not sticking to the recommended diet or medication, and inadequate or absence of follow up of the HF(Term-Long Project Evidence-Based Practice Proposal). Studies also point out that patient education that incorporates the family members on HF self-care practices plays a significant role in decreasing acute HF exacerbations while simultaneously improving the patient’s quality of life (Vailant-Rolussel et al., 2016). Subsequently, the proposed intervention is the implementation of an HF self-care patient education that utilizes a holistic approach in clinical decision making and early symptom recognition and management. The patient education program is cost-effective and does not cause any harm to the patient.(Term-Long Project Evidence-Based Practice Proposal)

Organization Culture and Expected Outcomes

The proposed patient education on self-care management practices rhymes the site of the proposed organizational culture in that the facility keeps the nurses motivated through internal and external rewards (Storkholm et al., 2019). This motivation leads the nurses to initiate, implement and sustain measures that are bound to improve patient outcomes and increase the hospital reimbursement rates after meeting the set patient safety recommendations and benchmarks as set by state nursing boards and other healthcare regulatory agencies(Term-Long Project Evidence-Based Practice Proposal). By focusing on measures that could lead to decreased readmissions, the change agents will target to intervene at the hospital stage before the patients’ discharge and run through the four weeks after discharge. Offering the patients, the requisite tools to partake in positive self-care behavior is bound to lead them to identify the changes in their HF condition and initiate interventions before they seek hospitalization.(Term-Long Project Evidence-Based Practice Proposal)

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Method to Achieve Outcomes and Outcomes Impact

To achieve the expected outcomes of improved quality of life, enhanced self-care HF and management practices, and decreased hospital readmissions within the one-month post-discharge, a raft of methods will be used that can best be captured in six steps. The first step will entail the assessment for a need for change in practice when the nurse researcher meets will significant stakeholders like the hospital administrators, nursing staff, educators, case, and nurse managers, among others(Term-Long Project Evidence-Based Practice Proposal). Step two will see the connection between the problem, the proposed intervention, and anticipated outcomes established. Step three will include the synthesis of the best available evidence within the context of HF, patient and family education, self-care readmissions, and a decrease in reimbursement. The fourth step will see the practice change designed before the patient education program is implemented, evaluated while the last but not least will have the intervention integrated and eventually maintained into the hospital’s clinical practice.(Term-Long Project Evidence-Based Practice Proposal)

Mathieson, Grande, and Luker (2017) highlight some barriers to EBP project implementation. A likely barrier will be a memory, but the nurse educations will resolve this by ensuring that verbal communication is accompanied by written resources like brochures, pamphlets, and posters(Term-Long Project Evidence-Based Practice Proposal). Other barriers include but are not limited to inadequate knowledge on the HF disease progression, its symptoms, and recommended best self-care practices that the educational intervention will address. The study assumes that the proposed theoretical frame will be suitable to evaluate and judge appropriate teaching materials. Simultaneously, a fundamental limitation is the utilization of nursing models to the psychological and emotional aspects of self-care. The impact of expected outcomes will lead to increased knowledge self-care activities, early HF symptoms identification, and enhanced compliance with the medication regimen and recommended diet.(Term-Long Project Evidence-Based Practice Proposal)

Conclusion

           In conclusion, the proposed EBP project on HF hospital readmissions rates reduction expects that a comprehensive HF self- care practice and patient education will lead to decreased hospital rates. The literature search guided through the PICOT question framework will also support the outcomes of the proposed hence the need to have implemented(Term-Long Project Evidence-Based Practice Proposal). Once it is successfully implanted, the HF self-care and patient education program will result in successful HF outcomes distinguishable from the decreased one moth rate during the time the proposed intervention is in progress.(Term-Long Project Evidence-Based Practice Proposal Solution)

Term-Long Project Evidence-Based Practice Proposal
Term-Long Project Evidence-Based Practice Proposal Solution 1

References

Howie-Esquivel, J., Carroll, M., Brinker, E., Kao, H., Pantilat, S., Rago, K., & De Marco, T. (2015). A strategy to reduce heart failure readmissions and inpatient costs. Cardiology Research6(1), 201.(Term-Long Project Evidence-Based Practice Proposal)

Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators, and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis. Primary health care research & development20.(Term-Long Project Evidence-Based Practice Proposal)

Savarese, G., & Lund, L. H. (2017). The global public health burden of heart failure. Cardiac failure review3(1), 7.(Term-Long Project Evidence-Based Practice Proposal)

Storkholm, M. H., Savage, C., Tessma, M. K., Salvig, J. D., & Mazzocato, P. (2019). Ready for the Triple Aim? Perspectives on organizational readiness for implementing change from a Danish obstetrics and gynecology department. BMC health services research19(1), 517.(Term-Long Project Evidence-Based Practice Proposal)

Vaillant-Roussel, H., Laporte, C., Pereira, B., De Rosa, M., Eschalier, B., Vorilhon, C., & Dubray, C. (2016). Impact of patient education on chronic heart failure in primary care (ETIC): a cluster-randomized trial. BMC family practice17(1), 80.(Term-Long Project Evidence-Based Practice Proposal)

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