In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice.

Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?

Not all EBP projects result in statistically significant results. Define clinical significance, and explain the difference between clinical and statistical significance. How can you use clinical significance to support positive outcomes in your project?

Discuss one personal strength and one weakness you have regarding professional presentations. Name one method for improvement for each of these and discuss why it is important for you to work on these skills if you want to present your findings in a more formal setting.

Sustaining change can be difficult, as there are many variables that can affect implementation. One critical component of EBP is to ensure that practice change is part of an organization’s culture so it will continue to impact outcomes over time. Name two potential barriers that may prevent your EBP change proposal from continuing to obtain the same desired results 6 months to a year from now, and your strategies for overcoming these barriers.

Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge.

Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

 

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Evidence-based practice project evaluation

Introduction

The evidence-based practice project evaluation is a systematic process of evaluating the effectiveness of proposed interventions, processes or products. It involves identifying the problem that needs to be solved and then selecting a strategy for solving it. Next, an evaluation plan must be developed to determine if the selected strategy is effective at achieving its intended outcome(s). The final step in this process is determining whether other strategies could be used instead of or in addition to those already implemented on site (i.e., when multiple strategies are available). This article will discuss each step involved in implementing an evidence-based practice project evaluation and provide examples from actual projects completed by NURSINGWORKERS’ CoRE team members over time!

Implemented educational strategies are consistent with evidenced-based practice and authentic to the profession of nursing.

In this section, we’ll talk about how to implement evidence-based practice into a project.

First, let’s look at why evidence-based practice is important. Evidence-based practice is a systematic approach to providing healthcare that integrates individual clinical expertise with the best available external clinical information (evidence) from systematic research studies and other sources of data. It helps nurses make informed decisions about patient care by using current research findings as the basis for their practice decisions.[1]

In order for your project/paper/presentation etc., to be considered “evidence based,” it must use information from reputable sources and cite those sources appropriately. The first step toward doing this is finding relevant information! There are many great resources available online but they may not all be free or easy to access depending on where you live or what kind of computer you have access too – so I recommend starting with these:

Strategies are provided for teaching learners with diverse learning styles, socioeconomic backgrounds, and cultures.

Strategies are provided for teaching learners with diverse learning styles, socioeconomic backgrounds, and cultures.

The use of a variety of strategies is critical in effective EBP training programs because it allows instructors to teach all students in the most beneficial way possible. This approach ensures that the needs of all learners are met regardless of their background or culture. It’s important to remember that even those students who have similar educational backgrounds may be from different cultures or have unique interests or experiences that shape how they learn best. For example:

• A student who grew up speaking English might prefer direct instruction over hands-on activities when learning new concepts; however another student from Japan may benefit more from hands-on activities because this type of instruction helps him build confidence as he practices what he has learned before moving on to other skills.*

Strategies include multiple learning modalities to address the diverse needs of learners.

The most effective learning modalities include a combination of the following:

• Visual – images, videos, and graphics.

• Auditory – sounds and music.

• Kinesthetic – movement or hands-on activities.

When planning your evidence-based practice project evaluation strategy, consider how you can use multiple learning modalities to address the diverse needs of learners. You may want to create an assessment tool that includes visual components (such as graphs or charts), auditory components (such as interviews), kinesthetic components (like role-playing scenarios), or some combination of these elements depending on what type of information is being assessed and what types of learners are being evaluated.

Educational strategies evaluated are consistent with sound theories, models or frameworks.

Theories, models and frameworks are used to explain phenomena. They help us understand the world and how it works. Theories can be tested, falsified and modified by new evidence.

Theory = a set of interrelated concepts that attempt to explain a phenomenon or set of phenomena in a coherent manner (systematic)

Model = A representation of something in terms of its essential characteristics (abstract)

Framework = A set of concepts or principles used as an organizing principle for making sense out of complex situations

Implemented educational strategies will promote active learning and problem solving.

• Active learning is more effective.

• Active learning is more fun.

• Active learning is more engaging, memorable and transferable to other settings.

• It also promotes meaningfulness for learners through the use of real-life scenarios and case studies that are relevant to them as individuals or their communities (e.g., a health care professional studying a disease outbreak in his/her community). Finally, active learning can be equitable because it involves all participants equally in active participation rather than passive observation by watching someone else do something interesting on stage (or “teacher’s pet”).

A plan for evaluation of the effectiveness of the activities/lessons is identified.

The evaluation plan should be based on the goals of the project, which in this case are to help students develop an understanding of evidence-based practice and how it can be used to improve patient care. To evaluate whether or not these goals have been met, we will use pre- and post-tests with questions based on content from both lectures and activities/lessons. The evaluation plan also needs to consider whether or not learners have achieved mastery of key concepts (e.g., understanding what types of research qualify as evidence).

The evaluation plan should also be based on needs expressed by learners during their participation in the project–for example:

• Do they feel like they now understand EBP better?

• Did they find anything particularly useful or interesting?

To measure whether a project or strategy is effective or not you should use these criteria.

• Be specific about what you are evaluating.

• Define the problem before starting on a solution.

• Don’t worry about what other people’s goals are, but make sure that your goals are realistic and achievable.

• Be ambitious, but stay realistic!

Conclusion

Now that you have a better understanding of the criteria, let’s review how to use them for your own project. We will work with an example from a previous blog post about evidence-based practice projects in nursing schools.