NUR 590 Benchmark EBP Proposal Final Paper

Grand Canyon University NUR 590 Benchmark EBP Proposal Final Paper-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 590 Benchmark EBP Proposal Final Paper assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NUR 590 Benchmark EBP Proposal Final Paper

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Benchmark EBP Proposal Final Paper depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NUR 590 Benchmark EBP Proposal Final Paper

The introduction for the Grand Canyon University NUR 590 Benchmark EBP Proposal Final Paper is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

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How to Write the Body for NUR 590 Benchmark EBP Proposal Final Paper

After the introduction, move into the main part of the NUR 590 Benchmark EBP Proposal Final Paper assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NUR 590 Benchmark EBP Proposal Final Paper

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NUR 590 Benchmark EBP Proposal Final Paper

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NUR 590 Benchmark EBP Proposal Final Paper Included After Question

For this assignment, you will synthesize the independent evidence-based practice project proposal assignments from NUR-550 and NUR-590 into a 4,500-5,000-word professional paper.

Final Paper

The final paper should:

Incorporate all necessary revisions and corrections suggested by your
Synthesize the different elements of the overall project into one The synthesis should reflect the main concepts for each section, connect ideas or overreaching concepts, and be rewritten to include the critical aspects (do not copy and paste the assignments).
Contain supporting research for the evidence-based practice project

Main Body of the Paper

The main body of your paper should include the following sections:

Problem Statement
Organizational Culture and Readiness
Literature Review
Change Model, or Framework
Implementation Plan
Evaluation Plan

Appendices

The appendices at the end of your paper should include the following:

All final changes or revisions for the drafts that will be included in the appendices of your
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your In each preceding course you have been directed to the Student Success Center for assistance with APA style, and have submitted the APA Writing Checklist to help illustrate your adherence to APA style. This final paper should demonstrate a clear ability to communicate your project in a professional and accurately formatted paper using APA style.

General Requirements

You are required to cite 10-12 peer-reviewed 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.

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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

1.1: Translate research and knowledge gained from practice, while adhering to ethical research standards, to improve patient outcomes and clinical practice.

5.1: Design ethically sound, evidence-based solutions to complex health care issues related to individuals, populations, and systems of care.

A Sample Answer For the Assignment: NUR 590 Benchmark EBP Proposal Final Paper

Title: NUR 590 Benchmark EBP Proposal Final Paper

Every day, patients visit health care organizations seeking medical help. These visits are characterized by variations in the causes and types of diseases and complication levels. Regardless of a patient’s illness, health care providers have a legal and ethical responsibility to help the patient through relevant, patient-centered, and evidence-based interventions. Due to their primary role in health care delivery, nurses should evaluate strategies for patient outcomes’ improvement. A suitable strategy is implementing evidence-based practice backed by scientific findings. Through such projects, health care providers get evidence for care improvement, which further helps to reduce the burden of illnesses in patients, health care organizations, and society. This paper describes the EBP project proposal: focus areas include the problem statement, organizational culture and readiness, literature review, change model, implementation plan, and evaluation plan.

Problem Statement

Children are among the vulnerable populations in the community requiring close attention and advice to ensure that they live healthily. Research shows that a considerable proportion of school-going children spend much of their time on screens in gaming, watching television, and social interaction (Stiglic &Viner, 2019). In most instances, there is minimal regulation, or the parents and caregivers do not understand the necessary screen time limit. Children become more vulnerable to childhood obesity as the exposure increases since increased screen time is linked with high energy intake and minimal physical activity (Schwarzfischer et al., 2020). The outcomes are regrettably profound.

Obesity has immediate and long terms effects, and a significant proportion of children experience both effects. Some short-term effects include shortness of breath during routine activities and high cholesterol. However, the situation becomes costly and unmanageable over time. The risk of diabetes and cardiovascular disease increases (Fang et al., 2019). Children may be unable to attend school too. Such outcomes increase illness burden, further increasing health care costs and nurses’ workload due to increased patient visits. As a result, evidence-based interventions are necessary to overcome the problem and promote healthy living.

The Proposed Intervention: the primary purpose of the project is educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity (Appendix 6).

Organizational Culture and Readiness

To provide care that meets the desired outcomes, health care organizations must embrace change and make evidence-based practice a part of their culture. In health practice, organizations supporting change are characterized by leadership committed to change, readiness for change, and activities and technologies that support progressive change. Furthermore, a healthy relationship between the management and stakeholders facilitates smooth change processes.

Organizational Culture Assessment

Evidence-based practice cannot thrive in cultures that resist change. Accordingly, it is vital to assess the culture to determine the success chances of the proposed project. Critical factors such as interprofessional collaboration, delegation, leadership, and response to change indicate that the organization is largely an adhocracy. From a management perspective, an adhocracy represents a culture that values individual initiatives over defined rules and hierarchical authority to execute tasks (Lepore et al., 2018). Accordingly, the organization’s administration supports individual initiatives that promote change to enhance patient outcomes. Since the current administration focuses on progressive improvement and commits resources to facilitate such initiatives, it is right to deduce that the organization’s culture supports change.

Health care organizations committed to progressive growth require a culture centered on enhancing patient outcomes. The current organizational structure, values, and team engagement are pivotal to promoting change. Regarding the structure, the organization’s management recommends, emphasizes, and rewards creativity. In this case, leaders always look forward to adopting the necessary changes motivated by being a leading health care facility in care quality and community health expansion. Other defining elements include high regard for excellence, patient satisfaction, and interprofessional collaboration. Importantly, the current health care staff perceives the organization positively as a home of health care professionals and an opportunity for self-growth.

Organizational Readiness Assessment

The Organizational Readiness to Change Assessment (ORCA) survey was used to measure the organization’s readiness for change. As a common tool in organizational assessment, the ORCA survey evaluates the strength of evidence used to propose clinical practice changes, the quality of the organizational context, and how internal facilitation would make the project succeed (Kononowech et al., 2021). The overall survey of the evidence assessment, context assessment (leadership), readiness for change, and facilitation gave a score of 93% (Appendix 1). The score indicates that the organization is much ready for the change in terms of culture, evidence, and ability.

Besides readiness for change, the success of an EBP project also depends on support, sustenance strategies, and response to potential barriers. As a quality improvement initiative, the EBP project aligns with the organization’s core values hence maximum support. The most anticipated barrier is inadequate resources prompting the project’s implementation to take longer than originally planned. This is possible since the number of parents and children targeted to attend the training program can fluctuate. Stakeholder support is expected to be high since the management and other influential stakeholders such as colleagues, suppliers, donors, and nurse leaders are committed to facilitating progressive organizational change. The timing of the project is also excellent given that the organization is not funding another major EBP project currently.

Approaches to Improve Quality, Safety, and Cost-Effectiveness

Health care organizations should adopt robust strategies of achieving quality care and patient safety cost-effectively. Multiple health care processes and systems can be applied in the health care facility to achieve quality care and patient safety cost-effectively. For instance, clinician-directed audit and feedback cycles can be effective approaches for identifying underperformance areas and improve as situations oblige. Other interventions suitable for the organization include chronic disease management programs, technological systems, and continuous education programs. Sutton et al. (2020) further recommended clinical decision support systems for promoting data-centered care. Achieving the best outcomes would require the organization to combine these processes and systems.

Strategies to Better Facilitate the Readiness of the Organization

Although the culture and readiness assessment depicts an organization ready for change, improvement is necessary and can be achieved through various strategies. For instance, the management should make quality performance assessment an organizational policy. In this case, leaders should be committed to identifying areas requiring improvement and encourage staff to be ready for change. Involving staff and increasing readiness would reduce resistance to change when leaders want to implement organizational change. Other effective strategies include encouraging innovation and creative problem-solving, interprofessional collaboration, and working towards a shared vision.

Stakeholders and Team Members for the Project

The EBP project seeks to reduce childhood obesity by educating parents and children on reducing screen time and increasing physical activity. As an education program, nurse leaders are key stakeholders since they will facilitate the program by choosing the necessary educational resources and materials. For instance, they will help determine appropriate education content for the program based on the participants’ needs. The other key stakeholder is the management due to its role in promoting organizational change and resource provision. As the program’s target, parents and children are also key stakeholders since the program affects them directly. Team members include information technology personnel, colleagues, and the organization’s programs director. Their support, involvement, and guidance will be instrumental in the success of the education program.

Information and Communication Technologies

Technology is a critical component in education and can be incorporated into the education program to enhance outcomes. For instance, cellular phones effectively communicate and share data and will be part of the education program. Parents will be encouraged to form chat groups to share knowledge and exchange data during and after the program. Other crucial information and communication technologies include computers and a projector to make the necessary presentations. If need be, video conferencing technologies will also be needed to facilitate virtual learning. Such technologies will be needed when traveling is challenging for some groups like the elderly and physically challenged parents.

Literature Review

Educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity has been studied in-depth for a long time. A huge proportion of the literature on this vital topic examines the effectiveness of knowledge improvement in promoting positive behavior change. According to Lin et al. (2021), education programs are highly effective in reducing screen time as an intervention to reduce childhood obesity. The focus of the study was the influence of parental education programs on children’s screen use, among other variables such as sleep quality and psychosocial adaptation. To collect data for outcome comparison between different study groups, Lin et al. (2021) subjected the experimental group to parental education as the control group engaged in daily activities. Through a linear mixed-model analysis to examine the efficacy of the parental education program, Lin et al. (2021) found a significant reduction in screen time in the intervention group. The study underscored the importance of parental education in increasing parental awareness of obesity reduction strategies such as reducing screen time.

In a different study on the importance of knowledge in promoting appropriate screen time habits and physical activity, Joseph et al. (2019) studied the implementation of screen time and physical activity protocols among parents and early childhood education (ECE) provider groups. Concerning the application of these guidelines, Joseph et al. (2021) found a huge variance in the understanding levels of the participant groups. The groups differed on the role of screens in regard to entertainment and education and the recommended limit. The lack of awareness of physical activity and screen time guidelines emerged as the main cause of the differences in opinions. Hence, the study recommended awareness improvement focusing on screen time and physical activity guidelines facilitated through an education program. Hewitt et al. (2018) recommended a similar approach by claiming that improved education on appropriate guidelines’ adherence would be effective in promoting adherence to physical activity and screen time recommendations.

Parental behaviors influence children’s behaviors, and several studies have explored this relationship. Goncalves et al. (2019) examined parental efficacy for limiting screen time among other variables, including weekday and weekend screen time and children BMI. Through observed variable path analysis, Goncalves et al. (2019) found a close association between increased screen time and a higher child BMI percentile. The other key significant finding was that parental screen time and self-confidence to exert control emerged as influential factors of children’s behaviors towards screen usage. As a result, improving parental knowledge on screen time regulation would be crucial in modeling the desired behaviors in children.

In another study on screen time and children’s knowledge connection, Tester et al. (2018) classified and evaluated screen time among other factors associated with severe obesity. The odds of exceeding screen time limit were inversely proportional to their knowledge levels. After measuring height and weight using standardized protocols, Tester et al. (2018) found that children with severe obesity had higher odds of daily screen time exceeding the recommended limit. In the same study, the affected children with severe obesity were found to exceed the recommended screen time limit more than twice the healthy children. Among several recommendations of reducing obesity, Tester et al. (2018) emphasized interventions that increase children’s knowledge underscoring the importance of education programs.

Schwarzfischer et al. (2020) studied the association between children’s average time spent playing outside, screen time, and anthropometric measures. Annual assessments on obesity-related measures, including bodyweight, waist circumference, and height, were done through questionnaires on 526 children of the European Childhood Obesity Project (CHOP). In this study, Schwarzfischer et al. (2020) adopted linear, logistic, and quantile regressions to evaluate the link between the study variables. The main study’s finding was that unregulated screen time in children’s early years increases risk towards obesity. Irrespective of the average time children played outside, increased screen time emerged as a risk factor for high Body-Mass-Index z-Scores (zBMI). As a result, interventions focusing on reducing screen time and increasing knowledge on the same are crucial.

In a study based on the premise that parents’ behaviors have a huge influence on children’s lives, Wernberg et al. (2021) examined the connection between screen time, parents’ education levels, and adherence to the recommended diet. The primary finding was that high screen time reduces adherence to a healthy diet (Mediterranean dietary pattern), and families with low education are affected the most. The study emphasized the need for knowledge improvement among such parents to enable them to regulate children’s dietary and screen-related behaviors better.

Parenting practices also changed immensely after the COVID-19 pandemic and had lasting effects on screen time and physical activity. To examine changes as a result of the pandemic, Eyimay and Irmak (2020) studied the influence of parenting practices on children’s screen time during lockdown. Data collected through a descriptive questionnaire form showed a significant rise in screen time due to an increase in the time that parents spent at home prompted by the lockdown. Increased screen time among parents was associated with a proportional increase in children’s screen time, further affirming the influence of parental practices on children’s behaviors. The study recommended ground rules to reduce screen time and more parental knowledge on the impacts of screen time and sedentary living.

Change Model

Continuous change is crucial in health care organizations to enable them to address practice gaps. However, change adoption should be systematic and informed by research. Change models facilitate change adoption as guidelines providing the roadmap on directions that change agents should follow (Harrison et al., 2021). The current project also requires guidelines through a change model. The direction should be clear and other critical elements, including preparation requirements, resources, and expectations along the way.

Change Model and Relevance

The Iowa model of evidence-based practice is the most appropriate for the proposed project. According to Wyant (2018), the Iowa model is highly effective in promoting quality care and suitable in addressing evidence-based practice sustainability and interprofessional change implementation. Its other defining element is change promotion through a team-based, multiphase process. Accordingly, the EBP project would be effectively implemented through a team-based, multiphase process. It will be procedural, where one phase leads to the next phase.

Stages of the Iowa Model

As a common change model for EBP implementation, the Iowa model is an eight-phase model where a trigger necessitating change commences the process. The trigger is usually a clinical problem affecting patient outcomes adversely. The second step involves prioritizing the change to determine whether it deserves a response based on its magnitude (Duff et al., 2020). As a team-based model, its third step involves team formation for developing, evaluating, and implementing the EBP change. El et al. (2019) claimed that the team should be diverse for better outcomes. The fourth step involves gathering and analyzing relevant research relevant to the proposed practice change. It is a step where the change agent formulates a research question through the PICOT format to guide the literature search.

Since health care literature is broad and diverse, it needs to be critiqued and synthesized to determine whether the change is scientifically relevant (fifth step). The sixth step involves determining whether there is adequate research to guide practice change implementation. A piloting program follows if there is sufficient research. The final step is results evaluation and change adoption. If the change is feasible to be adopted, continuous observation, evaluation, and analysis of the progress follow to ensure that revisions and updates occur as situations necessitate.

Applying the Iowa Model

The trigger warranting an EBP change is increased childhood obesity rates prompting a similar increase in hospital visits. The clinical problem is a priority area considering that high rates of childhood obesity are associated with a proportional increase in the risk of chronic illnesses, including type 2 diabetes, cardiovascular disease, and hypertension (Fang et al., 2019). Other adverse outcomes include increased nurses’ workload, affecting nurses’ well-being and productivity. As an education program, the EBP project would be best implemented by engaging a team of professionals. Like other EBP projects, the proposed project should also be guided by research. Accordingly, appropriate research must be gathered, analyzed, critiqued, and synthesized. Adequate research guides the implementation process, and the reviewed literature illustrates the importance of education programs in reducing screen time and increasing physical activity to reduce childhood obesity. The proposed project also requires piloting before full adoption (Appendix 2). Applying the model facilitates procedural and systematic change adoption.

Implementation Plan

The Setting and Access to Potential Subjects

The health care setting is a general inpatient and outpatient health care facility. Regarding resource facility and capacity to provide care, the facility offers general, acute, and referral health care services as appropriate. The management supports change, implying that access to potential subjects is not challenging provided that the project aligns with the organization’s desire to promote progressive change. However, a consent form is needed since the project involves human subjects.

Timeline

The project is expected to be complete in six months, where various activities will be completed in succession (Appendix 3). The implementation’s first step involves contacting the management and informing it about the proposed project. Due to its leadership’s position and influence, the management is instrumental in promoting an evidence-based culture as the initial step of the implementation process (Yoo et al., 2019). In this project, the management’s influence is required to enable the organization to adopt new practices. The second step involves searching for the necessary resources, followed by the identification of the implementation team. Training and education materials will be the fourth step in the timeline. Project evaluation will follow, and the final step involves adopting the education program as an institutional policy (Appendix 3). Policy adoption will occur simultaneously with information dissemination and report writing in the sixth month.

Budget and Resource List

As an education program, a huge proportion of the budget and resources will be towards education facilitation and materials. Resources needed for the education program include expert trainers on healthy living, nutrition, and physical therapy. A training venue will be required along with refreshments and education materials. Associated costs include payment for training and equipment projected at $7,500 (Appendix 4). Communication and information technologies will also be required, including communication devices, invitation, and database generation at $2,500. Other costs include travel expenses, virtual training, information dissemination and report writing, and presentation for $3,500. $1,500 will be set aside as a cushion for adjustments where necessary, overheads, and miscellaneous expenses.

Data Collection and Project Evaluation

A quantitative design would be the most appropriate for the current project. In data collection, quantitative designs depend on observed data, which can be measured to evaluate various aspects of the sampled population (Grønmo, 2019). A quantitative design is also associated with producing objective data that can be communicated statistically and through numbers. Using numbers and statistical projections would help to determine whether the project is achieving the desired outcomes. For instance, the number of parents and children at the beginning and the end of the program can be compared to determine the project’s completion/success rate.

Methods and Instruments for Monitoring the Implementation

For quantitative monitoring, questionnaires would be appropriate instruments throughout the project. Through questionnaires, a researcher or change leader can collect both qualitative and quantitative data. According to Polgar and Thomas (2019), questionnaires have high scalability, guarantee respondent anonymity, and provide accurate data and uniform responses. The other advantage is collecting special responses. As the preferred method, questionnaires will enable excellent and clear project illustration, evaluation, and analysis via quantifiable data. Numbers comparison before and after the project will be the ideal approach as respondents answer specific questions related to behavior change (Appendix 5).

Process for Delivering the Intervention

The proposed project focuses on behavior change. Education programs on reducing screen time and increasing physical activity can help keep children free from sedentary living (Pearson et al., 2020). Therefore, an exact program is a practical nursing intervention to reduce childhood obesity. The target groups will be invited to attend two-week training on reducing screen time and increasing physical activity and their implications on healthy living. Content areas include preventive health, the transition from unhealthy to healthy behaviors, and the link between sedentary living and lifestyle diseases such as obesity. Selected nurses will facilitate the education program after preparing the same together with expert trainers.

Potential Barriers and Interventions

Evidence-based practice projects are vulnerable to many barriers, including attitude problems, resistance, lack of support, and inadequate resources. The most likely barriers include insufficient resources, commitment, and time due to the busy nature and demanding work schedules of health care professionals. Training, materials, and technologies also require substantial resource facilitation. Such barriers might make the project consume longer than anticipated. They might also prompt some inconvenient adjustments, such as reducing the volume of training materials and time. In response, stakeholders will be actively engaged early during the program to ensure that they understand every process and the implications of the project. Other interventions include seeking external facilitation such as assistance from non-governmental organizations and distributing materials electronically instead of printing. Volunteers such as nurse trainees can also help to save costs.

Feasibility of the Implementation Plan

Due to their nature, process, and structure, EBP projects should facilitate positive change in health care settings. Such projects should always justify the time, resources, and effort applied to make them succeed. In the same frame, the education program is expected to cause a considerable change in the health care organization by reducing childhood obesity, which will lead to a significant decline in the number of children with obesity visiting the facility. Reducing the rates will also prompt positive changes in other segments of the organization since the resources used in treating obesity will be used for preventive health programs, among other activities.

Evaluation Plan

Expected Outcomes

Childhood obesity is among the diseases that affect children’s health adversely. According to McKelvey et al. (2019), childhood obesity affects a child’s health multi-dimensionally since the physical, mental, and emotional health aspects are adversely affected. If the child does not get appropriate help, the condition worsens over time, and the impacts are regrettable. Fang et al. (2019) described childhood obesity as a severe health condition triggering the early onset of health complications, including type 2 diabetes, cardiovascular disease, and hypertension. Due to the far-reaching effects of childhood obesity, the EBP project will reduce its rates by educating parents and children on reducing screen time and increasing physical activity to reduce childhood obesity. The education program is based on the premise that increased screen time and reduced physical activity promotes sedentary living since it increases the probability of children eating low-nutrition foods (Stiglic & Viner, 2019). Energy is less consumed, leading to the accumulation of fats in the body. Accordingly, the expected outcome through the education program is positive behavior change. Parents will change their behaviors since they influence their children and help children reduce screen time and increase physical activity. For instance, parents will regulate children’s screen time and develop schedules that children will follow strictly. Continuous application of the program’s recommendations is expected to cause a significant reduction in childhood obesity and a comparative decline in children with obesity seeking medical assistance in the health care organization.

Data Collection Tools

In EBP projects’ evaluation, data helps to make comparative analysis and guides decision-making. Through data, change leaders can evaluate whether resources, effort, and time committed to the project were justified. Due to the need for data quantification, questionnaires will be used to evaluate the project’s success and timelines. Besides uniformity in responses, the EBP project requires the collection of special responses, including parents’ and children’s perception of the EBP project and their readiness for change. It would also be possible to collect data from all groups conveniently. Importantly, questionnaires will allow the comparison of pre- and post-intervention data.

Statistical Test

A suitable statistical test for pre- and post-implementation data analysis is percentage variance. It is among the statistical tests used in health statistics to show a change in different accounts in the form of ratios (Baumgartner et al., 2019). In this project, the reference account is behavior change which will be assessed through specific measures such as children’s average screen time and weight change before and after the education program. Since percentage variance shows an increase or decrease in the account variables over time, similar data is needed to evaluate the project’s specific outcomes and whether it will succeed. Such data will also be more meaningful when shared, presented to stakeholders, and disseminated through reports and other appropriate documents.

Methods to Apply to the Data Collection Tool, Measuring and Evaluating Outcomes

Questionnaires can effectively collect pre- and post-implementation data. Consequently, the most appropriate method to apply to their data is a comparative analysis of pre- and post-implementation data to illustrate the quantitative change in screen time and physical activity as the reference measures of interest. A suitable illustration of this quantification is rating the education program’s participants on knowledge on screen time limit before and after the program. The knowledge will be rated in terms of the average screen time parents and children spend on screens against the recommended health limit. Outcomes will be evaluated in terms of reduction in screen time and increase in physical activity before and after the project. Average hours that children spend in aerobic physical activities versus screen time will be comparatively analyzed.

Strategies to Apply if Outcomes are Not Achieved

EBP projects consume massive resources and time to promote positive change in health care organizations. Despite the commitment of change leaders and the consumption of substantial resources, EBP projects may not trigger the desired change. A fitting example in the current project is a scenario where the education program does not cause a positive difference in increasing physical activity and reducing screen time in children. The most appropriate intervention strategy is program extension up to one year in case of such adverse outcomes. However, this alternative would necessitate more resource allocation. The other alternative is supplementing screen time reduction and physical exercises increment education with other interventions. For instance, the education program would include a nutritional management component. From a health perspective, education on healthy eating is regarded as an effective family-based strategy for obesity management (Kim & Lim., 2019). The strategy requires resource facilitation too.

Maintaining, Extending, Revising, and Discontinuing the EBP Project

Based on the implementation and evaluation outcomes, the education program will be maintained by adopting it as an organizational policy. It will be the basis for conducting similar programs annually. An extension will be considered if the program achieves the desired outcomes, but more time is needed to maximize outcomes. Also, it can be extended if more resources to facilitate are obtained as the implementation progresses. A revision will be necessary in case of inefficiencies or changes are necessitated if the project cannot succeed in its current form. The project can also be discontinued in case of resources depletion. The other situation warranting discontinuation is a situation where the application of other strategies seems the better option.

Conclusion

Childhood obesity is a serious health concern affecting children’s health adversely and increases illness burden in families and health care organizations. As a result, evidence-based strategies are needed to reduce its incidence. This paper has described the intervention detailing how educating parents and children on reducing screen time and increasing physical activity will help to reduce childhood obesity incidence in the organization. The appropriateness of the Iowa model has also been described in enabling a systematic, multi-phased process. Other important sections include the literature review on previous studies supporting education programs and awareness to improve knowledge and the implementation plan. The final section is the evaluation plan explaining how to assess the project’s success and appropriate interventions in case of negative results.

NUR 590 Benchmark EBP Proposal Final Paper References

Baumgartner, F. R., Breunig, C., & Grossman, E. (Eds.). (2019). Comparative policy agendas: Theory, tools, data. Oxford University Press.

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: An interpretive description. Implementation Science Communications, 1(1), 1-9. https://doi.org/10.1186/s43058-020-00070-0

El, A. T. A. E. W., Sharkawy, A. R. S., & Abd El Hady, R. M. (2019). Application of Iowa model evidence-based practice on maternity nurses regarding postpartum hemorrhage. Journal of Critical Reviews, 7(5), 883-891. http://dx.doi.org/10.31838/jcr.07.05.183

Eyimaya, A. O., & Irmak, A. Y. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 Pandemic in Turkey. Journal of Pediatric Nursing, 56, 24-29. https://doi.org/10.1016/j.pedn.2020.10.002

Fang, X., Zuo, J., Zhou, J., Cai, J., Chen, C., Xiang, E., Li, H., Cheng, X., & Chen, P. (2019). Childhood obesity leads to adult type 2 diabetes and coronary artery diseases: A 2-sample mendelian randomization study. Medicine, 98(32), e16825. https://doi.org/10.1097/MD.0000000000016825

Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-8. https://dx.doi.org/10.1186%2Fs12966-019-0788-3

Grønmo, S. (2019). Social research methods: Qualitative, quantitative and mixed methods approaches. Sage.

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Throughout this course, you have developed a formal, evidence-based practice proposal.

The proposal is the plan for an evidence-based practice project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence. Proposals must be submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed (3,500 and 5,000 words). The cover sheet, abstract, references pages, and appendices are not included in the word count.

Section headings for each section component are required. Evaluation of the proposal in all sections will be based upon the extent to which the depth of content reflects graduate-level critical thinking skills.

This project contains seven formal sections:

Section A: Organizational Culture and Readiness Assessment

Section B: Proposal/Problem Statement and Literature Review

Section C: Solution Description

Section D: Change Model

Section E: Implementation Plan

Section F: Evaluation of Process

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Each section (A-F) will be submitted as a separate assignment in Topics 1-6 so your instructor can provide feedback (refer to applicable topics for complete descriptions of each section).

The final paper submission in Topic 7 will consist of the completed project (with revisions to all sections), title page, abstract, compiled references list, and appendices. Appendices will include a conceptual model for the project, handouts, data and evaluation collection tools, a budget, a timeline, resource lists, and approval forms, as previously assigned in individual section assignments.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.