DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project

Sample Answer for DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement ProjectIncluded After Question

Details:

There are ten strategic points in the prospectus, proposal, and scholarly project that must be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The ten strategic points emerge from literature research on a topic based on or aligned with the learner’s personal passion, future career purpose, and degree area. These ten points serve as a road map for the DPI Project. In this assignment, you will continue the work started in DNP-815 by drafting a document that addresses the ten key strategic points that define your intended research focus and approach.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Locate the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” that you completed in DNP-815.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.
• This assignment uses a rubric. Please Review the rubric prior to the beginning 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.

Directions:

Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

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You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

Read Also: DNP 810 Topic 1 Individual Success Plan (ISP): Part 1

To earn portfolio practice hours, enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-820

I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

DNP-820-RS-10StrategicPointsfortheProspectusProposalandDPI.docx

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DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project  

	1 Unsatisfactory 0.00%	2 Does Not Meet Expectations 74.00%	3 Approaching Meeting Expectations 87.00%	4 Meets Expectations 100.00%
100.0 %Content
10.0 %Topic: Provides a broad project topic area/title.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
15.0 %Literature Review: Lists primary points for four sections in the Literature Review: (a) Background of the problem/gap and the need for the project based on citations from the literature; (b) Theoretical foundations (models and theories to be foundation for study); (c) Review of literature topics with key concept (??) for each one; (d) Summary.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Problem Statement: Describes the problem to address through the project based on defined gaps or needs from the literature.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Sample and Location: Identifies sample, needed sample size, and location.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Clinical/PICOT Questions: Provides clinical/PICOT questions to all of the collected data needed to address the problem statement.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
5.0 %Variables	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Methodology and Design: Describes the selected methodology and specific research design to address problem statement and clinical/PICOT questions.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Purpose Statement: Provides one sentence statement of purpose including the problem statement, methodology, design, population sample, and location.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Data Collection: Describes primary instruments and sources of data to answer research questions. Reliability and Validity of the instruments are addressed.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
10.0 %Data Analysis: Describes the specific data analysis approaches to be used to address clinical/PICOT questions. The statistical test(s) that will be used must be identified and must be appropriate for the level of data and the clinical/PICOT question.	Item is not present.	Not all components are present. Large gaps are present in the components that leave the reader with significant questions.	Component is present and adequate. Small gaps are present that leave the reader with questions.	Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
100 %Total Weightage

A Sample Answer For the Assignment: DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project

Title:  DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project

Broad Topic Area 

Topic: Patient Safety Participation Education in their Care in relation to Infectious Diseases focusing on Third World Countries 

  From this research study, the area of focus will be patient safety participation education in the third world countries on the issue of infectious diseases. This section will focus on the introductory subject that will serve as a roadmap, in addition to providing the essential framework, and it will incorporate all the directives on the strategic points for discussion. The topic area, other than identifying the topic of focus, will seek to clearly define how the project will go beyond prior research. Accordingly, some of the examples will be identified in relation to issues of patient safety participation education. Additionally, this introductory part of the research will briefly overview the problem statement or research focus, which involves determining the level of patient safety participation within their care by focusing on the third world countries, more so on the issue of infectious diseases.  

Literature Review 

  This section of the research will elaborate on the topic of study while drawing relevance from past research studies. The literature review will also explain the history as well as the background of the issue under study, in addition to identifying the existing “gaps” and the “needs” as discussed by Sahlström et al. (2016), which will result in the expansion and proper understanding of the problem statement. For instance, some of the areas of focus in this literature review will include the level of health services found primarily and historically in the developing countries. Therefore, the evidence from past studies will demonstrate that the quality of care or lack of it concerning health care and patient safety is critical and, thus, the need to study it further. 

  Secondly, the preliminary review of the themes will define and discuss all the main tenets and details of patient safety participation education in their care from the third world countries. A number of citations from past studies on the topic of patient safety participation education in their care will be provided in order to justify the chosen models or theories. For instance, these models and theories are provided in Kanerva et al.’s (2013) study. In this study, the process of offering care, especially in third world countries differs and is often of poor quality.

Therefore, part of this section will review a number of studies to identify the primary reason as well as the findings in relation to the research topic: Patient Safety Participation Education in their Care in relation to Infectious Diseases focusing on Third World Countries (World Health Organization, 2015). Accordingly, points from these studies may be presented in form of bulleted list. This list may have a number of sentences, which will describe its relevance to the issue of patient safety participation education of infectious diseases in the third world countries.  

  Additionally, studies from Ocloo & Fulop (2012) and Melnyk & Fineout-Overholt (2015), among others, may be used to explain reasons for variation and low-quality of care in third world countries as far as infectious diseases are concerned. For such studies, this section of the paper will expand on the implications of lack of enough resources towards realizing successful patient safety participation education. For instance, Tobiano et al. (2015) argued that 60% of all prenatal cases in Eastern Asia were as a result of poor healthcare processes, while 39% were as a result of economic implications, according to Dyrstad & Storm (2017).

This means that a lot of focus in the literature review section will be on the importance and implications of patient safety participation education as discussed by Vincent (2010). Lastly, a number of theories and models will be at play as mentioned earlier, for example, Collaborative Improvement Models. These theories will be used to emphasize the need to have complex and systematic processes within healthcare, which will ensure scaling-up of quality health improvements and successful patient participation concerning infectious diseases in developing countries.  

Problem Statement 

  This section of the problem will begin with a single sentence. In this case, the problem statement will appear like this: 

  In third world countries, patient participation is a critical component, which should be adhered as it forms the background for redesigning the healthcare processes and, thus, it should be advocated as a way of ensuring successful patient safety.  

  This will be followed by clearly describing the importance and magnitude of the problem under study, in addition to supporting it with past studies from the literature. For instance, information from the National Health Services will be used to understand the development of increased public and patient involvement as identified by Vaismoradi et al. (2015). 

Clinical/PICO Questions 

  This section of the research will comprise of qualitative phenomenon description and clinical questions as well as quantitative variables and clinical questions. In this case, the clinical/PICO question will be:  

  Of patients admitted to hospital (P), how will their involvement in patient participation (I) for their care compared to non-participation, (C) affect patient’s safety (O), teaching and extent of stay, (T) in the hospitals? 

Sample 

  There are various ways in which the sample will be collected. For this study, the sample will be done using electronic databases to assist in accessing all the peer-reviewed and evidence-based journal articles. For instance, a straightforward evaluation will be conducted by using various integrative procedures or methods. Additionally, the sample for this study will involve a series of methodical reviews of the already collected data by using distinct and succinct processes, which will be followed by rigorous synthesis of various determinants.  

Hypothesis and Qualitative Variables 

  This section of the paper will be able to demonstrate various phenomena and variables. According to Creswell (2013), a mixed methods approach is not recommended unless there enough additional time to tackle all the quantitative and qualitative designs, while collecting the data, and lastly, the analysis. For this study, the process will involve the use of qualitative variables. Various peer-reviewed articles, which uses qualitative variables will be used.  

Hypothesis: Patient safety participation education works towards providing quality care regarding the infectious diseases in the developing countries.  

Methodology & Design 

  Given the above reasons not to use Mixed Methods research, the methodology of this research will be qualitative, for example, interviews and participant observation (Creswell, 2013). This is because the choice of this methodology will be due to the activities surrounding patient safety participation. The rationale for selecting this methodology is because it identifies and describes the best methodological approach to answer the clinical questions while addressing the above problem statement.  

  Research design: Descriptive (surveys) and review (literature review). 

Purpose Statement 

  The purpose of this qualitative study is to further explore and determine the patient safety participation education in their care in relation to infectious diseases focusing on third world countries. It is important that this section should be able to discern the problem as it is in the above problem statement, the qualitative method, project design, target population, the geographical location, and the phenomenon under study. The purpose statement as above should be in a position to reflect on the problem under study while identifying the roadmap to accomplishing the project. 

Data Collection Approach 

  This section of the project involves a size and description of the sample population under study. Data for this study will be collected primarily from peer-reviewed articles, which will also provide a detailed process, which will also involve tools as part of the procedure. For instance, the discussion of the findings will also be based on the search processes as discussed in Melnyk & Fineout-Overholt’s (2015) article. Through observation and analysis, the data collection approach will also incorporate the self-study process of using the pre-identified expected sample size from the target population. The step-by-step procedure of collecting data will involve the use of instruments, tools, or databases as mentioned above.  

Data Analysis Approach 

  First, an overview of the data analysis approach is identified. For instance, for every hypothesis used in the study, statistical analyses types such as inferential statistics and descriptive statistics is, thus, used in analyzing data. This section of the study will use techniques of qualitative data analysis, which is also specific to the project design (Creswell, 2013). For qualitative study such as this one, the specific analytic appropriate will be completed. Accordingly, successful data analysis approach, in this case, will acknowledge patient safety participation education is important in improving patient care in third world countries given that provides the necessary information/data for overall improvement of the patients’ general care. 

References 

Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Los Angeles, CA: Sage. 

Dyrstad, D. N., & Storm, M. (2017). Interprofessional simulation to improve patient participation in transitional care. Scandinavian Journal of Caring Sciences, 31, 2, 273-284. 

Kanerva, A., Lammintakanen, J., & Kivinen, T. (2013). Patient safety in psychiatric inpatient care: a literature review. Journal of Psychiatric and Mental Health Nursing, 20, 6, 541-548. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/22776063 

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare a guide to best practice. (3rd ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins 

Ocloo, J. E., & Fulop, N. J. (2012). Developing a ‘critical’ approach to patient and public involvement in patient safety in the NHS: learning lessons from other parts of the public sector?. Health Expectations, 15(4), 424-432 9p. doi:10.1111/j.1369- 7625.2011.00695.x. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104432881&site=eds-live&scope=site 

Sahlström, M., Partanen, P., Rathert, C., & Turunen, H. (2016). Patient participation in patient safety still missing: Patient safety experts’ views. International Journal of Nursing Practice, 22, 5, 461-469. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/27507224 

Tobiano, G., Bucknall, T., Marshall, A., Guinane, J., & Chaboyer, W. (2015). Nurses’ views of patient participation in nursing care. Journal of Advanced Nursing, 71, 12, 2741-2752. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/26216742 

Vaismoradi, M., Jordan, S., & Kangasniemi, M. (2015). Patient participation in patient safety and nursing input – a systematic review. Journal of Clinical Nursing, 24(5/6), 627-639 13p. doi:10.1111/jocn.12664 Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login 

Vincent C (2010). Patient Safety, 2^nd ed. Wiley-Blackwell/BMJ books, Oxford. 

World Health Organization (WHO) (2015). Patient Safety. World Health Organization. Available at: http://www.euro.- who.int/en/what-we do/health-topics/ Health-systems/patient-safety (accessed 11^th August 2015). Retrieved from http://www.euro.who.int/en/health-topics/Health-systems/patient-safety