Assignment: NR702 Week 6 Discussion Methodology: Formative Evaluation

Assignment: NR702 Week 6 Discussion Methodology: Formative Evaluation

Assignment: NR702 Week 6 Discussion Methodology: Formative Evaluation

Discussion

Purpose

The purpose of the discussion this week is to create a plan for the formative evaluation. (Please refer to the Week 6 Intervention Fidelity Lesson for this discussion). The intervention must be implemented as planned to achieve outcome success. As the project manager, you will create a process to check if the intervention is being implemented as planned. This process is called the formative evaluation. Intervention fidelity is high when the intervention is implemented almost exactly as planned. Low intervention fidelity indicates there is variance in the intervention implementation.

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Instructions

Review this week’s readings and provide your response in 150 words or less: 

State your practice question in PICOT format.

Describe the formative evaluation plan for your project design, outlining the steps and/or tools you will utilize as the project manager to conduct this week-to-week assessment process.

Detail your plan for feedback if the results of the formative evaluation demonstrate low intervention fidelity.

Use Grammarly and current APA format for the posts. Do not repeat the prompts in the post. Provide respectful and thought-provoking feedback to your student colleagues. Ask for clarification and elaboration if needed.

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.

Program Competencies

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)

Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

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)

Course Outcomes

This discussion enables the student to meet the following course outcomes:Design an evidence-based translational science project to address a practice problem. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Apply effective strategies in project design for managing practice problems in healthcare delivery at the micro, meso, and macro-system levels. (PCs 1, 2, 3, 4, 5, 6, 7, 8; POs 1, 2, 3, 4, 5, 6, 7, 8, 9)

Assignment: NR702 Week 6 Discussion Methodology: Formative Evaluation Sample

Practice Question

For adult psychiatric patients at Desai Medical Group, does the implementation of a mindfulness-based stress reduction program, compared to current practice, impact anxiety levels in 8-10 weeks?

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Formative Evaluation

The project manager for the MBSR program is in charge of the formative evaluation plan, which calls for a weekly assessment process to ensure intervention fidelity (Reid & DeGennaro, 2022). The following are some of the steps:

1. Audits will be conducted weekly throughout the eight-week program to determine whether the MBSR sessions follow the curriculum. Essential elements such as yoga, guided meditation, and group discussions will be included using a checklist.
2. Implementing a structured feedback system through which participants can provide insights into their experiences with each session (Morris et al., 2021). This information will be gathered through anonymous surveys to promote candid and open communication.
3. The nursing staff will be involved in peer and self-assessments to ensure that the intervention protocol is followed. Nursing staff will be given a checklist to evaluate their and their peers’ performance.
4. The quantitative data from the GAD-7 scale, given to participants once a week, will be used to track changes in their anxiety levels. Any deviations from the expected patterns will necessitate additional research.

Low Intervention Fidelity Feedback

If the formative evaluation results show low intervention fidelity, the following steps will be taken:

1. Identify the precise areas of deviation and take immediate corrective action. This could include curriculum changes, clarification of program guidelines, or additional training sessions for nursing staff.
2. Participants and staff should maintain open and honest communication about the issues that have been identified and the actions being taken to resolve them. Transparency fosters trust and demonstrates a commitment to continuous improvement.
3. Using the formative evaluation results, modify the intervention plan as needed (Kesten & Echevarria, 2021). This can include changing the agenda, delivering the session, or providing more assistance to participants who require it.

The project’s success depends on ensuring intervention fidelity and the formative evaluation process will serve as a proactive means of detecting and resolving any implementation variations.

References

Kesten, K. S., & Echevarria, M. (2021). Strategies for strengthening quality improvement projects in a doctor of nursing practice program. Journal of Doctoral Nursing Practice, JDNP-D-20-00034. https://doi.org/10.1891/jdnp-d-20-00034

Morris, K. A., Reese, C., Hale, R., & Cecilia Wendler, M. (2021). Journeying through the DNP project: A qualitative, descriptive study. Journal of Professional Nursing, 37(5). https://doi.org/10.1016/j.profnurs.2021.07.017

Reid, K. R. Y., & DeGennaro, R. (2022). Strategies for successfully completing a DNP final project. The Nurse Practitioner, 47(12), 43–47. https://doi.org/10.1097/01.npr.0000873560.76870.65