In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Part 4: Recommending an Evidence-Based Practice Change
Create a, 8-9-slide narrated PowerPoint presentation of your Evidence-Based Project:
Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation.
Explain how you would plan knowledge transfer and dissemination.
Describe measurable outcomes with the implementation of EBP best practice.
Summarize lessons learned.
81 (81%) – 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
72 (72%) – 80 (80%)
The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project.
The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation.
63 (63%) – 71 (71%)
The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project.
The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation.
The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples.
Full APA formatted citation of selected article.
Gorgich, E. A., Barfroshan, S., Ghoreishi, G., & Yaghoobi, M. (2016). Investigating the Causes of Medication Errors and Strategies to Prevention of Them from Nurses and Nursing Student Viewpoint. Global journal of health science, 8(8), 54448. https://doi.org/10.5539/gjhs.v8n8p220.
Izadpanah, F., Nikfar, S., Imcheh, F. B., Amini, M., & Zargaran, M. (2018). Assessment of frequency and causes of medication errors in pediatrics and emergency wards of teaching hospitals affiliated to Tehran University of Medical Sciences (24 Hospitals). Journal of Medicine and Life, 11(4), 299.
Simonsen, B. O., Daehlin, G. K., Johansson, I., & Farup, P. G. (2014). Differences in medication knowledge and risk of errors between graduating nursing students and working registered nurses: comparative study. BMC health services research, 14(1), 1-11.
Whitehair L, Provost S, Hurley J. (2014). Identification of prescribing errors by pre-registration student nurses: a cross-sectional observational study utilising a prescription medication quiz. doi: 10.1016/j.nedt.2012.12.010. Epub 2013 Jan 30. PMID: 23374975.
Evidence Level *
(I, II, or III)
Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**
According to Gorgich et al. (2016), medication errors are a severe issue that affects patient safety and can even lead to death. They note that it is the most common type of medical error. For these reasons, they hope to shed light on the problem by investigating its causes and providing strategies for preventing them from nurses and nursing student’s points of view.
This scholarly article’s purpose was to analyze the frequency, causes, and types of errors, specifically related to medication affecting the pediatric and emergency department in different healthcare organization. Izadpanah et al. (2018) cite that medical errors, to a great extent are among the main reasons facilitating avoidable mortality in healthcare. Plus, medication errors challenge is the most common type of medical error threatening the safety of patients. Hence, the need to and reason for conducting the study.
According to Simonsen et al. (2014), nurses, to some degree, lack adequate medication knowledge, especially when it comes to drug management. The study also points out that nurses still lack the expertise needed during drug dose calculations. They further comment that this insufficient expertise may result from healthcare organizations failing to provide continuing medication training during practice. In this light, the researchers aimed to compare medication knowledge, certainty and risk of errors between experienced RNs and graduating nurse students.
Whitehair et al. (2014) believe that limited research suggests
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