Evaluate your intervention. preventing homelessnees in veteran

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Develop a 4-6 page plan that will allow you to evaluate your intervention.

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Once an intervention is planned and implemented it is important to evaluate the degree to which the outcomes of the project were achieved. By evaluating the desired outcomes of an intervention, it is possible to make more informed decisions about opportunities for continuous improvement. It is also possible to identify strategies and approaches that could be useful in improving one’s personal practice in other contexts or care areas.

Preparations

  • Read Guiding Questions: Evaluation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
    • What specific piece or pieces of technology did you propose using in your implementation plan?
    • How did the type of technology you chose impact the development of your implementation plan?
    • How will the incorporation of the technology you propose make your implementation plan more successful?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your evaluation plan design will be the forth section of your final project submission. The goal for this is to finalize the outcomes that your plan is seeking to achieve and to create a plan to evaluate the degree to which those outcomes would have been achieved if your intervention plan has been implemented. This will allow you to determine the degree to which the plan was successful in addressing the identified need of your target population and setting.

You will also discuss ways in which your role allows you to lead change and drive quality improvement, and to potentially improve the project in the future. In addition, you will reflect on how the project will leave you better prepared for success in other aspects of your current and future career. Provide enough detail so that the faculty member assessing your implementation plan design and discussion will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Evaluation Plan Design [DOC] document to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, your planned intervention, and how you intended to implement your intervention (this should only be a single paragraph).

Reminder: These instructions are an outline. Your heading for this this section should be Evaluation of Plan and not Part 1: Evaluation of Plan.

Part 1: Evaluation of Plan
  • Define the outcomes that are the goal of an intervention plan.
  • Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
Part 2: Discussion

Advocacy

  • Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
  • Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.

Future Steps

  • Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety.

Reflection on Leading Change and Improvement

  • Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions.
  • Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts.
Address Generally Throughout
  • Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
  • Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.

·

· Additional Requirements

· Length of submission: 4–6 double-spaced pages.

· Number of resources: 3–6 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)

· Written communication: Written communication is free of errors that detract from the overall message.

· APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.

· Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.

6. Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.

6. Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.

· Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.

7. Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.

· Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.

8. Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.

· Competency 4: Design patient- and population-centered care to improve health outcomes.

9. Define the outcomes that are the goal of an intervention plan.

· Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.

10. Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.

· Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.

11. Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.

· Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

12. Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

· Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.

· Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements.

·

Running Head: Evaluation Plan Design 1

Evaluation Plan Design

Student

Institution

Date

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EVALUATION PLAN DESIGN 2

Evaluation of Plan

Streamlining education has many benefits to the subacute rehabilitation centers. Among

the most essential is making organizational information digestible and downloadable. When

users alleviate some communication channels and minimize others, they reduce the amount of

information in their inboxes, be it is digital or paper. Once everything has been channeled, they

can merely screen their inboxes from most recent to least recent and determine what needs to be

addressed first. Since everything is in one place, it becomes easily digestible. It’s easy to

duplicate appointments, have double bookings, or miss briefings if the organization has multiple

communication channels. Furthermore, because streamlining communication makes

the communication process shorter, and to the point, end users’ comprehension improves

significantly.

Secondly, streamlining communication is meant to promote accountability and

understanding. When communication is streamlined, all parties benefit from an improved

understanding of the information. Monitored, dependable channels of communication allow both

sender and recipient to have confidence in the information communicated. Then, since

the organization reduced the amount of communication channels, every recipient can be held

accountable more easily. It is furthermore easier to evaluate recall when users are sure of the

timeliness. Moreover, personnel can process information more effectively when it is conveyed in

smaller bits, is clearly aimed, and is simple to reference. This also raises the chances of them

remembering and organizing the information for prospective use.

Thirdly, streamlining communication should lead to enhanced teamwork among

personnel. Greater teamwork results from streamlined communication. By synchronizing the

communication system, an organization will have more opportunity to form connections. This is

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EVALUATION PLAN DESIGN 3

mostly due to the fact that if communication is designed to generate regular points of connection,

a strong sense of community will emerge. This collaborative environment promotes scheduling

subs, taking on new programs, and adhering to new regulations and standards. Once compliance

is routine, management is no longer required to be a babysitter, and they can return to mentoring,

instructing, and fostering an atmosphere in which efficiency thrives and employees are content.

Evaluation is the sixth Standard of Practice set by the ANA. Once an intervention is

established it is important to evaluate it to determine its success. Evaluation emphasizes on the

efficacy of the intervention by assessing the predicted objectives to see if they were achieved

within the time limits specified (Lichfield et al., 2016). Below is the evaluation plan of the

intervention covered in this project. To begin, I will create a conceptual model of the

intervention and pinpoint essential evaluation points. This guarantees that all team members and

stakeholders comprehend the intervention’s layout and intended results, and it aids in focusing on

the most essential aspects of the project.

Secondly, I’ll develop assessment questions and identify quantifiable results (Lichfield et

al., 2016). Results can be separated into short-term and long-term results, or characterized by the

amount of persons impacted by the initiative in the short duration vs the total alterations that may

not happen till after the initiative is completed. Thirdly, I will create a suitable evaluation design

(Lichfield et al., 2016). An effective evaluation displays the most important information

regarding the intervention’s aims while also addressing its flaws. When creating an assessment

plan, you must firstly decide who and when will be assessed, and then choose a methodological

approach and data collecting devices. Following that, I would gather data through the use of

questionnaires (Lichfield et al., 2016). This is because questionnaires are a more cost-effective

and time-efficient way of evaluating the conduct, attitudes, preferences, views, and intents of a

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EVALUATION PLAN DESIGN 4

reasonably substantial group of people than other approaches. The final stage is to assess data to

determine whether the intervention was successful in meeting the goals that were set (Lichfield et

al., 2016).

Discussion

Advocacy

Nurses are on the front lines of patient care, so it stands to reason that these skilled and

committed professionals are also at the frontline of a fierce drive to improve the quality and

experience of care. This urge to impact transformation manifests itself in a multitude of ways, as

diverse as the situations confronting individual nurses, the biggest sector of the healthcare

profession. Nurses are more than ever pushing aggressive patient care reform proposals due to

their incorporation into all aspects of care. Among the ways nurses do this is through advocating

for patients (Goodman, 2012). Advocacy is a key term in nursing practice, and it is commonly

used to characterize the nurse-patient interaction. Nursing advocacy derives from a nursing

concept in which nursing profession is the support of an individual to enhance his or her own

wellbeing, as perceived by that individual. Advocacy is crucial as it can lower the likelihood of

mistakes and patient damage (Goodman, 2012). In the first instance, nurses may be required to

act in favor of their patients and work with the medical staff if complications arise. Patient

advocates protect patients’ decisions, rights, and confidentiality.

Streamlining communication can help nurses in their quest to advocate for patients

through improving communication, and thus bettering interprofessional collaboration. Good

communication among team members leads to improved collaboration, which allows employees

to complete duties more efficiently. For nurses, it means that they can easily advocate for their

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EVALUATION PLAN DESIGN 5

patients. This is because communication between nurses, patients, and healthcare professionals is

a critical element of providing good health care. Nurses, in addition to communicating with

patients, have an indirect or direct impact on doctor-patient discussions. Nurses frequently act as

liaisons or mediators between a patient’s different doctors and other medical providers. This

implies that nurses are typically the best persons to spot mistakes, correct them, or inquire about

contradicting information from various doctors.

Future Steps

Streamlining communication can be improved upon to create a bigger impact through

integrating it with bottom-up communication approach. Bottom-up communication entails

incorporating all personnel, their opinions, and their impressions of the organization in attempt to

reach the most informed decisions (Dutta, 2013). When there is a gap in the information flow

across hierarchical tiers within the rehabilitation facilities, they become subject to leadership

issues such as excessive turnover, complacency, and disinformation. Bottom-up communication

is critical to enhancing medical practitioners’ experiences within the institutions (Dutta, 2013).

Furthermore, involving all levels of personnel in the internal communication plan opens up a

conduit for ideas to flow. Using team communication platforms engages personnel and accelerate

creativity. Internal communication systems enable the institution to tap into the various pool of

ideas that exists within the workforce, that can allow the institution to take full advantage of

emerging technology and care models to improve outcomes and safety.

Reflection on Leading Change and Improvement

This project has greatly impacted my ability to lead change and improvement both in

personal practice and future leadership positions. In personal practice, it has impacted my ability

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EVALUATION PLAN DESIGN 6

to lead change and improvement through making me realize that nursing practice necessitates

competencies that must be incorporated both to practice and in collaboration with other health

professionals. In care contexts, leading change and improvement needs taking responsibility for

pointing out issues and inefficiencies, developing and executing improvement plans, tracking the

effectiveness of the plan, and making required changes to reach the established objectives.

Functioning as major patient advocates, nurses must be invested in decision-taking, particularly

on ways to enhance the delivery of care. In prospective leadership opportunities, this project has

helped me realize that sturdy leadership is essential to understand the idea of a changed health

care system. Though the masses do not view nurses as potential leaders, all nurses have to

become leaders in the development, execution, and assessment of, and advocacy for, necessary

improvements on medical systems.

Streamlining communication in rehabilitation centers can be transferred into my personal

practice to drive quality improvement in other contexts by the use of a goal-setting system to

ensure worker commitment. Employee engagement is a complicated thing, but a great starting

point is to provide clarity around two key questions, what is the company trying to achieve and

how do I contribute to achieving that goal? Worker commitment is a complex issue to tackle but

an excellent onset is to establish clarity on two essential questions. These are what is the

institution looking to attain and what is my part to play in attaining that objective?

Communication is not merely in regards to dialogue, rather it further pertains clarifying worker’s

purpose and clarity of responsibility, especially in regards to activity and outputs.

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EVALUATION PLAN DESIGN 7

References

Dutta, S. (2013). BUSINESS COMMUNICATION. PHI Learning Pvt. Ltd.

Goodman, T. (2012). Advocacy. Saunders, an imprint of Elsevier, Inc.

Lichfield, N., Kettle, P., & Whitbread, M. (2016). Evaluation in the Planning Process: The

Urban and Regional Planning Series (10th ed.). Elsevier.

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Evaluation Plan Design

Tashona Jamison

School of Nursing Health Sciences, Capella University

NURS-FPX 6030 MSN Practicum and Capstone

Dr. Hooven

June 1, 2022

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Evaluation Plan Design

Setting a performance standard, evaluating the results of company activities, and

comparing the results to the standard are all part of the evaluation process. When it comes to

conducting a project, having a plan is crucial (Beasley et al., 2018). It will optimize the

program’s benefits. The major goal at the high school is to reduce obesity among diabetic

students by providing a resource that is accessible to faculty and staff. The health of the students

will improve if the resource is used consistently. The student will maintain a healthy weight for

as long as possible, according to the desired outcomes. Maintains a healthy weight, participates

in an exercise program twice a week for thirty minutes each day and gains knowledge about

diabetes and obesity control.

The defined outcomes show what the intervention hopes to achieve by capturing

fundamental features of multifactorial customized diabetes and obesity management as captured

in the intervention plan’s components. Intervention components aim to preserve the student’s

physical health, improve education, promote physical fitness independence, and maintain proper

nutrition. Advantages can include anything as simple as a simple, crucial outcome measure that

has already been recorded by students’ doctors. Some examples of challenges are: Because of the

increased student load, educators are now liable for wellness issues that are outside their normal

scope. When results are assessed and published, it encourages improvement and the adoption of

best practices, which leads to even better results (Beasley et al., 2018). Faculty and staff, medical

records, and observations are all possible sources of outcome data. To ensure consistency in data

collecting methods, the faculty responsible for reviewing data must be taught in data gathering

methods and assessed for reliability. Face-to-face interviews, emails, and zoom conferencing are

all technological possibilities that could help with data collection. By comparing pre- and post-

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implementation metrics, evaluation measures are assessed. For a better analysis, students’

physicals will be compared. Statistical flow charts can be useful to assess throughout time when

evaluation measurements are obtained at different times before and after deployment. The

intervention team will also select how to present data to show the impact on care quality and

cost. Faculty will examine up to 5 students per week to see if obesity evaluations are completed

at least twice daily. The data will be grouped into monthly time intervals.

Discussion

Nurses have a professional responsibility to assess and report on the appropriateness and

efficacy of treatment. This information helps to enhance the quality of care. The nurse has a

unique role within the team and is frequently referred to as the team leader because the nurse is

in charge of communication coordination (Beasley et al., 2018). Through the field of school

nursing, the present intervention plan has an impact on the nursing profession. She is concerned

with evaluating students’ health and functioning state. While planning, implementing and

satisfying recognized needs for student health. She will assess their healthcare and provide

recommendations. The school nurse will improve the students’ quality of life.

Because it will involve a team of professionals from several disciplines, the intervention

plan will have an impact on interprofessional teamwork. This will improve collaborative

concepts such as effective communication, goal formulation, and making well-informed

judgments. As the primary intervention, the approach emphasizes nutrition and activity. Other

management measures, such as pharmacological therapy and psychiatric therapies, can help

improve the strategy. In terms of technology, the plan can use Zoom conferencing to

communicate with students and instructors at the high school. It enables conferencing, a

comprehensive unified communications platform for teaching, learning, and collaboration in

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educational settings. In terms of evolving care models, the intervention strategy should focus on

improved home care and aftercare, with the goal of improving student services and results.

Family involvement in an older person’s health care has been found to increase a patient’s mental

health and drive to complete their treatment plan (Magkos et al., 2020).

Reflection on Leading Change and Improvement

By recognizing the necessity of transformational leadership, my project has influenced

my ability to lead change. I’ve also discovered the value of doing research. Transformational

leadership is a strategy in which a leader inspires and motivates team members to make positive

changes inside an organization, and I believe that transformational leaders are best suited to lead

change. My study was based on peer-reviewed academic publications for researchers and

specialists. As a result, leaders should create evidence-based content with the goal of hardwiring

the behaviors that have been shown to have the greatest influence on patient outcomes.

In my future leadership roles, I plan to prioritize effective communication as a means of

leading change. Within health care teams, health communication methods must be devised to

foster teamwork and the sharing of essential information. Communication also improves when

clear information is provided. When communication is successful, all parties involved feel

content and accomplished. There is no space for misunderstanding or change of messages when

messages are delivered properly, which reduces the risk of conflict.

The intervention, implementation, and assessment plans that have been created can be put

into action. Patient and family education, as well as being used as a training tool Patients and

their families can learn about the link between diabetes and obesity through the plans. It is also

possible to teach about the importance of nutrition in avoiding and managing diabetes. This

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useful resource provides teachers with essential resources to make lesson planning using various

educational paradigms simple.

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References

Beasley, S. F., Farmer, S., Ard, N., & Nunn-Ellison, K. (2018). Systematic plan of evaluation part

i: Assessment of end-of-program student learning outcomes. Teaching and Learning in

Nursing, 13(1), 3–8. https://doi.org/10.1016/j.teln.2017.09.003

Elgie, R. (2017). Making sense of leadership outcomes. In Political leadership (pp. 33–60).

Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-34622-3_2

Magkos, F., Hjorth, M. F., & Astrup, A. (2020). Diet and exercise in the prevention and treatment

of type 2 diabetes mellitus. Nature Reviews Endocrinology, 16(10), 545–555.

https://doi.org/10.1038/s41574-020-0381-5

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