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Walden University NURS 8500 - Evidence-Based Practice II Planning and Implementation - Week 1 Assignment Planning for the Practicum

By 2020, the Institute of Medicine (IOM) aimed for 90% of clinical decisions to be guided by up-to-date, accurate, and evidence-based clinical information to ensure optimal patient outcomes. As healthcare professionals, it is essential to integrate knowledge, skills, and attitudes associated with evidence-based practice (EBP) into daily nursing care (Sánchez-García et al., 2019). Nursing documentation plays a crucial role in ensuring safe, effective, and high-quality patient care. However, maintaining the accuracy, consistency, and overall development of nursing documentation necessitates continuous assessment and follow-up. This paper outlines the process for planning and implementing change while translating evidence into practice. Additionally, it highlights practicum learning objectives and key leadership activities required to achieve these goals.

Intervention Mapping

Intervention mapping provides a structured framework for planning and implementing changes in nursing documentation to enhance patient outcomes. The first step involves logically analyzing existing problems in documentation, assembling a planning group, assessing community needs, understanding environmental contexts, and setting program goals (Fernandez et al., 2019). The second phase requires establishing program objectives by defining expected outcomes, specifying measurable goals, and constructing matrices to illustrate the logic model of change. The third step entails designing the intervention by determining themes, scope, components, sequencing, and applying EBP strategies while incorporating theoretical and practical elements. In the fourth phase, the intervention structure is refined, pretesting is conducted, materials are produced, and plans for implementation are finalized. The fifth step focuses on identifying potential users, adopters, and stakeholders while mapping performance objectives and expected outcomes. Finally, an evaluation plan is implemented to assess determinants, behaviors, program components, and environmental factors, including the impact and effectiveness of the intervention (Fernandez et al., 2019).

Practicum Learning Objectives

The American Association of Colleges of Nursing (AACN) provides a framework that supports DNP-prepared nurses in leading healthcare advancements. The key essentials relevant to this program include developing an in-depth understanding of scientific principles underpinning practice and applying organizational leadership and systems thinking to promote quality improvement (AACN, 2006). This program significantly contributes to nursing by enhancing the evaluation, application, and dissemination of research findings. Furthermore, it prepares DNP nurses to engage in interprofessional collaboration, utilize information systems, and leverage patient care technologies to improve both individual and population health outcomes.

As a DNP-prepared nurse, my first practicum objective is to develop a comprehensive understanding of organizational leadership and systems thinking, focusing on informatics in nursing documentation to drive improvements and implement change. The second objective involves acquiring specialized competencies relevant to psychiatric mental health nurse practitioners (PMHNPs). Through collaboration with interdisciplinary teams, the practicum experience will help in implementing and evaluating evidence-based strategies to improve documentation accuracy, ultimately enhancing patient safety and community well-being. The third objective emphasizes developing proficiency in translating EBP strategies into clinical practice through training initiatives, integration of research findings, and internal dissemination of best practices.

Key Leadership Activities

Practicum experiences provide opportunities to apply leadership theories in team management, interpersonal interactions, and organizational development (Liu et al., 2021). This hands-on approach fosters the acquisition of leadership skills and reflective learning, enabling nurses to inspire, educate, and enhance team performance. To achieve my practicum learning objectives, I will engage in leadership activities such as identifying key stakeholders, collaborating with my preceptor, and seeking mentorship from experienced professionals. Additionally, I will participate in regular meetings—both formal and informal—with teams and stakeholders to exchange ideas and gather feedback. Emphasizing teamwork and shared vision will be crucial in planning and executing interventions that align with overarching change initiatives and desired outcomes.

Proposed Timeline

The estimated time commitment for practicum activities is [INSERT NUMBER OF HOURS] per week over the next 11 weeks, culminating in a total of 216 hours of on-site practicum engagement.

References

American Association of Colleges of Nursing (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publication/position/DNPEssentials.pdf

Fernandez, M. E., Ruiter, R., Markham, C. M., & Kok, G. (2019). Intervention Mapping: Theory- and Evidence-Based Health Promotion Program Planning: Perspective and Examples. Frontiers in Public Health, 7, 209. https://doi.org/10.3389/fpubh.2019.00209

Liu, Z., Venkatesh, S., Murphy, S. E., & Riggio, R. E. (2021). Leader development across the lifespan: A dynamic experiences-grounded approach. The Leadership Quarterly, 32(5), 101382. https://doi.org/10.1016/j.leaqua.2020.101382

Sánchez-García, I., Molina, M. D. P. U., López-Medina, I. M., & Pancorbo-Hidalgo, P. L. (2019). Knowledge, skills, and attitudes related to evidence-based practice among undergraduate nursing students: A survey at three universities in Colombia, Chile, and Spain. Nurse Education in Practice, 39, 117-123. https://doi.org/10.1016/j.nepr.2019.08.009

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