NR718 The Evaluation Plan Essay
The incidence of depression-related suicide is a significant public health concern that requires a comprehensive approach to identifying and managing people at risk. As part of this approach, advanced practice nurses (APNs) can be crucial in improving patient outcomes by implementing evidence-based interventions. This paper explores an evidence-based intervention’s primary outcomes and evaluation plan to reduce depression-related suicide.
The primary outcome of the evidence-based interventions is to reduce the incidence of depression-related suicide by identifying individuals at risk through standardized screening of individuals at risk of depression-related suicide using tools such as the Kessler psychological distress scale (K6+) and implementing evidence-based interventions (Ryan & Oquendo, 2020). This will facilitate early identification, treatment, and referral to appropriate resources for individuals at risk of depression-related suicide, reducing the burden of depression on healthcare costs and productivity. The interventions, such as comprehensive education and training for nurses on best practices for depression screening and suicide risk assessment, will also contribute to the overall success of the intervention (Saini et al., 2020).
The proposed evidence-based intervention to address the practice problem of depression-related suicide will be measured through ongoing monitoring and evaluation of the program’s effectiveness. This evaluation will measure patient outcomes and nurses’ adherence to evidence-based practices. Patient outcomes will be assessed through the use of validated measures such as the patient health questionnaire (PHQ-9) and the Columbia suicide severity rating scale (C-SSRS) (Kim et al., 2021). Nurses’ adherence to evidence-based practices will be assessed through observation, chart audits, and staff surveys. The project team will also collect data on the incidence of depression-related suicide within the healthcare organization before and after implementing the evidence-based practices to measure the intervention’s effectiveness in reducing the incidence of depression-related suicide.
Kim, S., Lee, H.-K., & Lee, K. (2021). Which PHQ-9 items can effectively screen for suicide? Machine learning approaches. International Journal of Environmental Research and Public Health, 18(7), 3339. https://doi.org/10.3390/ijerph18073339
Ryan, E. P., & Oquendo, M. A. (2020). Suicide risk assessment and prevention: Challenges and opportunities. Focus (American Psychiatric Publishing), 18(2), 88–99. https://doi.org/10.1176/appi.focus.20200011
Saini, V. K., Gehlawat, P., & Gupta, T. (2020). Evaluation of knowledge and competency among nurses after a brief suicide prevention educational program: A pilot study. Journal of Family Medicine and Primary Care, 9(12), 6018–6022. https://doi.org/10.4103/jfmpc.jfmpc_984_20
The purpose of this discussion is to develop an evaluation plan for the grant proposal.
Review the lesson and readings from this week. Continuing with the practice problem you identified in the Week 3 Assignment, respond to the following:
Identify the primary outcome(s) for your evidence-based intervention.
Describe how this will be measured (i.e., how the evidence-based intervention will be evaluated when it is fully implemented).
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
This discussion enables the student to meet the following program competencies:
Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Uses analytic methods to translate critically appraised research and other evidence into clinical scholarship for innovative practice improvements. (POs 3, 5)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (POs 1, 4)
This discussion enables the student to meet the following course outcomes:
Identify advanced practice leadership competencies. (PCs 2, 4, 5; POs 2, 6)
Apply various strategies to improve access to quality, cost-effective healthcare. (PCs 5, 7, 8; POs 1, 4, 9)
Utilize translation science to affect evidence-based practice change to impact quality and safety of patient care. (PCs 1, 3; POs 3, 5)
Translate research into clinical practice to provide optimal wellness and disease prevention throughout the patient population. (PCs 1, 3, 5, 7, 8; POs 1, 3, 4, 9)
Critically appraise research as it applies to evidence-based practice to provide the most current and effective care to patient populations. (PCs 1, 3, 5, 8; POs 3, 4, 9)