Week 4 Assignment – Evidence-Based Practice Proposal – Section D: Change Model

Roger’s diffusion of innovation theory is a particularly good theoretical framework to apply to an EBP project. However, students may also choose to use change models, such as Duck’s change curve model or the transtheoretical model of behavioral change. Other conceptual models, such as a utilization model (Stetler’s model) and EBP models (the Iowa model and ARCC model) can also be used as a framework for applying your evidence-based proposal in clinical practice. Apply one of the above models and carry your implementation through each of the stages, phases, or steps identified in the chosen model.

In 500-750 words (not including the title page and references page), discuss applying one of the change models to the implementation plan:

Identify the selected model or theoretical framework and discuss its relevance to your project.

Discuss each of the stages in the change model/framework.

Describe how you would apply each stage in your proposed implementation.

In addition, create a conceptual model of the project. Although you will not be submitting the conceptual model you design in Topic 4 with the narrative, you will include the conceptual model in the appendices for the final paper.

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.

Note: After submitting the assignment, you will receive feedback from the instructor. Use this feedback to make revisions for your final paper submission. This will be a continuous process throughout the course for each section.

 

MORE INFO 

Evidence-Based Practice Proposal – Change Model

Introduction

The aim of this section is to propose how a change model might work in practice.

Title: Evidence-Based Practice Proposal – Change Model.

Before you start on a solution, it’s important to define the problem. What is it that you want to solve? You can define your goals in two ways:

• Specific. This means something like “I want my 3-year-old son to learn how to ride a bike.”

• Ambition-Based (aka, “I want my family healthy.”). The goal is lofty, but it doesn’t require an enormous amount of time or effort on your part. It could be something as simple as getting more exercise than usual during the next three months and seeing what happens! If this sounds like too much pressure for you now that we’ve talked about setting goals up front—don’t worry about what other people’s goals are; just focus on yours! Your ambition should be based on something personal and meaningful for both yourself and those around you who will help support its success (such as friends/family members who have been assigned roles within this process).

Section A: Formal Problem Identification.

The first step in the process is to formulate a problem statement. This statement should be clear, concise, and specific enough so that it can be easily understood by the stakeholders involved. The problem statement should also be based on objective evidence and not assumptions or personal opinion.

The following questions will help you identify what your stakeholders need:

• What is the problem?

• How did we identify this as a problem?

• What is its scope (what are we talking about when we talk about “the problem”)?

• Who are our key stakeholders – who do they represent in terms of their expertise or power over other parties involved with solving this issue? How does their level of knowledge impact how difficult it might be for us to solve this issue effectively through our proposed solution(s) alone.*

Section B: PICOT Question and Intervention.

In this section, you will be required to discuss the PICOT question and then provide a response that includes an intervention. The following is a sample outline for this section:

• Identify the patient’s problem(s) or complaint(s).

• Explain why it is important for you to improve patient outcomes with your proposed change in practice.

• Describe how this change will impact on the staff who provide care and the patients they serve.

Section C: Literature Search.

You will also need to conduct a literature search. A literature search is an online database of articles that have been published, which can be found through your library or other resources. The goal of this step is to find studies that have been done on your topic and those studies will help you determine whether or not the change model works in practice.

In addition, you should look for articles published in peer-reviewed journals as these provide reliable information about current research findings as well as possible solutions for problems within healthcare settings (e.g., hospitals). Finally, you may want to include relevant sources from medical websites or blogs so that you can learn more about evidence-based practice throughout different fields like psychology and business management!

Section D: Evidence for Intervention.

The quality of the evidence for an intervention is one of the most important aspects to consider when deciding what to do. This can be broken down into four levels:

• Level 1 – High quality and strong evidence; applies to all conditions studied in this study

• Level 2 – Moderate quality and moderate strength of evidence; applies to most conditions studied in this study

• Level 3 – Low quality and weak strength of evidence; applies to few conditions studied in this study

In addition, you should look at how consistent the results were between different studies, as well as how applicable they were (i.e., whether or not they could be used by others).

Section E: Summary of Best Evidence.

This section will summarize the best evidence on a topic.

• The strength of the evidence is rated as high, moderate, low or not applicable. This rating system is based on how well the study addressed all aspects of quality:

• Selection bias: Does it include only patients who received this intervention? If not, then how was it conducted? Was there an adequate sample size and follow-up period? What were their baseline characteristics (e.g., age)? How many experienced adverse outcomes during follow-up (e.g., death) or did they experience no such outcomes during follow-up at all (e.g., survival)?

• Confounding factors: Was there any other condition that may have influenced outcomes such as age alone being associated with increased risk for cancer death despite good outcome data from other sources showing no association between age alone and cancer death risk even when controlling for other variables known to impact health status including smoking status which also increases risk but has no effect on longevity due directly related phenomena like cell aging process due lack of mitotic activity produced by oxidative stressors caused by inflammation response system activated when dealing with infections).

Section F: Implementation of Best Practice.

Implementation of Best Practice:

• The implementation team should be trained in the new practice and be provided with guidelines for its use.

• The implementation team should provide feedback on how well the practice is being implemented, in order to support future revisions or improvements to it as needed by staff members and other relevant stakeholders (e.g., managers). This could include providing recommendations for ways that you can make your own workday more productive or help others do theirs better too!

Section G: Evaluation Activity and Method to Determine Impact on Outcomes.

In order to determine the impact of your proposed change model on patient outcomes, you will need to conduct a number of evaluations. These include a review of past research studies and data, as well as an assessment of the current situation at your institution (i.e., what is working well now?). In addition, you will need to conduct some formative research on how patients might react if they were given access to evidence-based practice interventions (EBP).

You should also consider whether or not there are any other important factors that could affect patient outcomes such as cost-effectiveness or compliance rates with EBP practices. Finally, you should determine any potential side effects associated with implementing changes within existing systems such as increased workload for staff members who work directly with patients; this may need further consideration before implementation can proceed further down this path!

Takeaway:

The takeaways from this article are:

• Evidence-based practice is a way of working that focuses on what works and why it works. It’s not just about collecting data, but also about learning from the data to improve your practice.

• Change models can help you think about how you want to work differently in order to improve your outcomes and patient care.

• You don’t need any special skills or knowledge to use change models when they are applied appropriately; however, there are some things that will make them more effective than others (e.g., using evidence-based tools).

Conclusion

We believe that the best practice for the use of evidence in clinical practice can be found through a pattern of interventions that addresses the three key areas we discussed. The first area is to identify formal problem identification by asking specific questions to help clarify and challenge patients’ experiences with their symptoms. The second area is PICOT, which involves a systematic review of all relevant literature on an intervention being considered or implemented and then determining which studies are best supported by evidence (see Section C). The final area is implementation, which should include documenting changes in patient behavior or outcomes after implementing this intervention (see Section G).