Part 1 ( 1 page )
Before making a case for an evidence-based project, it is essential to understand the culture of the organization in order to begin assessing its readiness for EBP implementation. Complete the “Organizational Culture and Readiness for System-Wide Integration of Evidence-Based Practice Survey,” located in the textbook appendix. Develop an analysis of 250 words from the results, addressing your organization’s readiness level, possible project barriers and facilitators, as well as how to integrate clinical inquiry. Make sure to include the rationale for the survey categories scores that were significantly high and low, incorporating details and/or examples. Also explain how to integrate clinical inquiry into the organization, providing strategies that strengthen the organizations weaker areas. Submit a rough draft of the survey results with your narrative analysis. However, a final draft of the survey results should be placed in the appendices for the final paper. Prepare this assignment according to the APA guidelines . An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Upon receiving feedback from the instructor, revise “Section A: Organizational Culture and Readiness Assessment” for your final paper submission. This will be a continuous process throughout the course for each section. Rubric Describe the results from the Organizational Culture and Readiness for System-Wide Integration of Evidence Practice Survey addressing the readiness level of your organization. Provide an analysis of any possible project barriers and facilitators, and describe how to integrate clinical inquiry into your organization. Detailed information in relation to the survey categories that scored high and low on the survey is provided. The rationale for the scores, including details and/or examples, is provided. The major project barriers and facilitators are thoughtfully analyzed and evaluated. Warranted conclusions are drawn. An informed position on how to integrate clinical inquiry into the organization is developed and explained, providing strategies which align to the weaker areas of the organization. Clarity and specificity of comprehension are demonstrated, and all relevant information is synthesized. Coverage extends beyond what is needed to support subject matter. Writer is clearly in command of standard, written, academic English.
Part 2 ( 2 page)
Write a paper of 500-750 words (not including the title page and reference page) on your proposed problem description for your EBP project. The paper should address the following: Describe the background of the problem. Tell the story of the issue and why it deserves attention. Identify the stakeholders/change agents. Who, or what organizations, are concerned, may benefit from, or are affected by this proposal. List the interested parties, patients, students, agencies, Joint Commission, etc. Use the feedback from the Topic 2 main forum post and refine your PICOT question. Make sure that the question fits with your graduate degree specialization. State the purpose and project objectives in specific, realistic, and measurable terms. The objective should address what is to be gained. This is a restatement of the question, providing focus. Measurements need to be taken before and after the evidence-based practice is introduced to identify the expected changes. 5) Provide supportive rationale that the problem or issue is an important one for nursing to resolve using relevant professional literature sources. Develop an initial reference list to assure that there is adequate literature to support your evidence-based practice project. Follow the “Steps to an Efficient Search to Answer a Clinical Question” box in chapter 3 of the textbook. Use “NUR-699 Search Method Example” to assist you. 7) The majority of references should be research articles. However, national sources such as Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS), Department of Health and Human Resources (HHS), or the Agency for Healthcare Research and Quality (AHRQ) and others may be used when you are gathering statistics to provide the rationale for the problem. Once you get into the literature, you may find there is very little research to support your topic and you will have to start all over again. Remember, in order for this to be an evidence-based project, you must have enough evidence to introduce this as a practice change. If you find that you do not have enough supporting evidence to change a practice, then further research would need to be conducted. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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 Turnitin. Please refer to the directions in the Student Success Center. Upon receiving feedback from the instructor, refine “Section B: Problem Description” for your final submission. This will be a continuous process Describe the background of the problem. Identify the stakeholders/change agents and list the interested parties. Provide the PICOT question. State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list throughout the course for each section. —————————————————————————————————–
SOME SUGESTION I WANT TO USE
Nurses improving patient satisfaction through meaningful hourly rounds using AIDET 1.
Hourly rounding is a simple and cost-effective intervention to improve patient perception of
Evidence-based research indicated implementation of hourly rounding would increase pt. satisfaction, decrease fall rates, decrease skin breakdown rates, and increase staff satisfaction. All patient care staff in clinical areas was educated utilizing the Studer Group Hourly Rounding Module. http://www.mc.vanderbilt.edu/root/pdfs/nursing/hourly_rounding_supplement-studer_group.pdf
Information hcaps, Studer customer satisfaction ect.
Hourly rounds—intentionally checking on patients at regular intervals—continues to be debated in nursing circles. Often, registered nurses make rounds on even hours and support staff make rounds on odd hours from 6 AM to 10 PM (and every 2 hours from 10 PM to 6 AM). While making rounds, staff engage patients by checking on the “4 P’s”: pain, positioning, potty (elimination), and proximity of personal items. Patients are told that staff will check on them frequently, so hourly rounds help manage patients’ expectations. Patients become less anxious about getting their needs met as they learn to trust the process of hourly rounds.
Attending to patients’ comfort, safety, and environmental needs may also prevent adverse events like falls, pressure ulcers, or unrelieved pain; and contribute to patients’ satisfaction with nursing care. Proponents also attest that hourly rounds organize work flow, offering efficiencies by giving nurses time back as they proactively (rather than reactively) anticipate and attend to patients’ needs. In this review I discuss available evidence about the effects of hourly rounds on clinical outcomes in inpatient settings