Assignment: NUR711 Week 6 Project Planning and Preparation

Assignment: NUR711 Week 6 Project Planning and Preparation

Assignment: NUR711 Week 6 Project Planning and Preparation

Project Planning and Preparation

Assignment

Purpose

Project planning will be an important aspect of your role as a DNP-prepared nurse. The purpose of this assignment is to explore the project management process further as you prepare for your DNP project. This assignment extends the Week 2 and Week 4 assignments and any previous work you completed on your selected practice problem or for your DNP project planning.

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Instructions

Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.

Revise your week 4 Evidence Synthesis paper as instructed from your faculty feedback and track changes in your assignment.

Please note more information is required for this assignment below and some sections are different.

Use the most current version of Microsoft Word that is the format for all Chamberlain University College of Nursing found in student resources. The Document is labeled DNP and will end in “docx.”

All Chamberlain University policies related to plagiarism must be observed.

Review the rubric for the grading criteria.

The assignment includes the following components:

Introduction

Start your introduction with a powerful statement or two to stimulate interest.

Present the purpose of your proposed project. Begin your formal purpose statement by stating, “The purpose of the proposed (DNP) project is to…”

Provide a preview of what the paper will include with a strong thesis sentence outlining the paper’s content.

Assessment

Describe the practice problem at the national level. Support with data.

Describe the practice problem at the practicum site. Support with data if available.

Identify and describe the sources of data from the practicum site. For example, Incident reports, readmission rates, infection rates, etc.

Planning—Evidence Synthesis

Use the synthesis from the Week 4 assignment—be sure to accept track changes and update your Week 4 paper based on feedback provided by course faculty before adding to this paper.

Identify the evidence-based practice (EBP) intervention to address the practice problem.

Identify and discuss the main themes that emerge from the sources. (Cited)

Contrast main points in the evidence sources. (Cited)

Present an objective overarching synthesis of research evidence supporting the evidence-based intervention. (Cited)

Implementation

Briefly describe the DNP project evidence-based intervention.

Explain the rationale for why this intervention was chosen.

Identify the survey or data collection instrument, if using one, and why it was selected.

If not using a survey/ instrument/ tool, how will you be collecting data? For example, chart audits.

Describe your project implementation plan and include milestones.

Evaluation

Propose measurable outcomes for the project.

Describe how the outcomes will be evaluated.

Conclusion

Effectively summarize your project plans in one to two comprehensive paragraphs that clearly describe your project plans:

Briefly summarize the Practice Problem.

Summarize how you will implement the project.

Summarize how you will evaluate the project.

APA Standards and References

Uses appropriate Level I headers.

Creates the reference page in correct APA format.

In-text citations are required in every section if information is used from published work

Each reference has a matching citation and citations are in current APA style.

Writing Requirements (APA format)

Length: 5-7 pages (not including title page or references page)

1-inch margins

Double-spaced pages

12-point Times New Roman font or 11-point Arial

Headings & subheadings

In-text citations

Title page

References page

Standard English usage and mechanics

Program Competencies

This assignment enables the student to meet the following program competencies:

Integrates scientific underpinnings into everyday clinical practice. (POs 3, 5)

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 healthcare. (POs 6, 7)

Analyzes healthcare policies to advocate for equitable healthcare and social justice to all populations and those at risk due to social determinants of health.

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care.

Course Outcomes

Examine the role of the DNP-prepared nurse in leading financial planning and management across healthcare settings. (PCs 5, 8; POs 2, 4, 9)

Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (PCs 1, 3, 4; POs 3, 5, 7)

Late Assignment Policy applies

Rubric

Week 6 Assignment Grading Rubric

Week 6 Assignment Grading Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:

1. Start your introduction with a powerful statement or two to stimulate interest.

2. Present the purpose of your proposed project. Begin your formal purpose statement by stating, “The purpose of the proposed (DNP) project is to…”

3. Provide a preview of what the paper will include with a strong thesis sentence.

30 pts
Includes all requirements and provides an in-depth introduction.

27 pts
Includes all requirements and provides a sufficient introduction.

24 pts
Includes 2 requirements and/or provides a partial introduction.

0 pts
Provides an undeveloped introduction.

30 pts

This criterion is linked to a Learning OutcomeAssessment of the Practice Problem
Requirements:

1. Describe the practice problem at the national level; support with data.

2. Describe the practice problem at the practicum site; support with data if available.

3. Identify and describe the sources of data from the practicum site. For example, Incident reports, readmission rates, etc.

40 pts
Includes all data requirements and provides an in-depth discussion in the assessment of the practice problem.

36 pts
Includes at least 2 requirements and/or provides a sufficient discussion in the assessment of the practice problem.

32 pts
Includes at least 1 requirements and/or provides a partial discussion in the assessment of the practice problem.

0 pts
Provides an undeveloped discussion in the assessment of the practice problem.

40 pts

This criterion is linked to a Learning OutcomePlanning- Evidence Synthesis
Requirements:

1. Use the synthesis from the Week 4 assignment—be sure to accept track changes and update your Week 4 paper based on feedback provided by course faculty before adding to this paper.

2. Identify the evidence-based practice (EBP) intervention to address the practice problem.

3. Identify and discuss the main points/salient themes that emerge from the sources (Cited)

4. Contrast main points in the evidence sources (Cited)

5. Present an objective overarching synthesis of research evidence supporting the evidence-based intervention. (Cited)

45 pts
Includes all requirements and provides an in-depth evidence synthesis supporting the evidence-based intervention. All requested revisions from the previous evidence synthesis assignment were completed.

41 pts
Includes at least 4 requirements and/or provides a sufficient evidence synthesis supporting the evidence-based intervention.

36 pts
Includes at least 3 requirements and/or provides a partial evidence synthesis supporting the evidence-based intervention.

0 pts
Provides an undeveloped evidence synthesis supporting the evidence-based Intervention.

45 pts

This criterion is linked to a Learning OutcomeImplementation
Requirements:

1. Briefly describe the DNP project evidence-based intervention.

2. Explain the rationale for why this intervention was chosen.

3. Identify the survey or data collection instrument, if using one, and why it was selected. (If not using a survey/ instrument/ tool, how will you be collecting data?)

4. Describe your project implementation plan and include milestones.

45 pts
Includes all requirements and provides an in-depth implementation plan with milestones.

41 pts
Includes at least 3 requirements and/or provides a sufficient implementation plan.

36 pts
Includes at least 2 requirements and/or provides a partial implementation plan.

0 pts
Provides an undeveloped implementation plan.

45 pts

This criterion is linked to a Learning OutcomeEvaluation
Requirements:

1. Propose measurable outcomes for the project.

2. Describe how the outcomes will be evaluated.

40 pts
Includes all requirements and provides an in-depth evaluation.

36 pts
Includes all requirements and provides a sufficient evaluation.

32 pts
Includes at least 1 requirement and/or provides a partial evaluation.

0 pts
Provides an undeveloped evaluation.

40 pts

This criterion is linked to a Learning OutcomeConclusion
Requirements:

1. Effectively summarize your project plans in one to two comprehensive paragraphs that clearly describe your project plans:

–Summarize how you will implement the project.

–Summarize how you will evaluate the project.

30 pts
Includes all requirements and provides an in-depth summary in the conclusion.

27 pts
Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.

24 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.

0 pts
Provides an undeveloped summary in the conclusion.

30 pts

This criterion is linked to a Learning OutcomeAPA Style and Standards

Requirements:

1. Uses appropriate Level I headers.

2. Create a reference page(s) with all references in current APA format.

3. Each reference has a matching citation and citations are in current APA style.

4. Paper length is 5-7 pages excluding title, reference pages, and appendix.

10 pts
Includes all requirements of APA style and standards.

9 pts
Includes 3 requirements of APA style and standards.

8 pts
Includes 2 requirements of APA style and standards

0 pts
Includes 1 requirement of APA style and standards.

10 pts

This criterion is linked to a Learning OutcomeClarity of Writing
Requirements:

1. Standard English grammar and sentence structure

2. No spelling or typographical errors

3. Organized presentation of ideas

10 pts
Includes all requirements of clarity of writing.

9 pts
Includes 2 requirements of clarity of writing.

8 pts
Includes 1 requirement of clarity of writing.

0 pts
Includes fewer than all requirements and/or demonstrates poor clarity of writing.

10 pts

Total Points: 250

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Assignment: NUR711 Week 6 Project Planning and Preparation

Staff burnout and compassion fatigue are critical issues facing healthcare professionals today. The relentless demands of the healthcare provision and the emotional toll of caring for patients have led to a growing crisis. The proposed DNP project aims to reduce staff burnout and compassion fatigue among healthcare professionals at our practicum site. This project aims to implement evidence-based interventions such as meditation, yoga, mindfulness, resilience-building programs, optimizing staffing ratios, and managing workloads to enhance our dedicated staff’s well-being and job satisfaction. This paper will provide a comprehensive plan for addressing these pressing issues, including assessing the practice problem, evidence synthesis, implementation strategies, and an evaluation plan.

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Assessment

Staff burnout and compassion fatigue have become endemic in healthcare, affecting the quality of patient care and the mental health of healthcare professionals. According to Ma et al. (2022), 80% of nurses working in demanding units like emergency departments had moderate to high levels of compassion fatigue. On the other hand, burnout has become alarmingly widespread among healthcare professionals in the United States. As Reith (2019) highlights, more than half of physicians and nearly one-third of nurses grapple with the symptoms associated with burnout. This pervasive issue poses a significant threat to the quality of patient care and can worsen the impending shortage of physicians and nurses.

Staff burnout and compassion fatigue are prevalent concerns at our practicum site, the mental health organization. An analysis of internal data in my practicum site indicates an increase in staff turnover rates, absenteeism, and decreased job satisfaction among our healthcare professionals. Data sources from our organization include incident reports documenting incidents related to staff burnout, surveys assessing job satisfaction and stress levels, and records of staff turnover rates. Additionally, qualitative data gathered through interviews and focus groups to gain deeper insights into the experiences of our staff supports the evidence of staff burnout and compassion as a practice issue in the organization.

Planning—Evidence Synthesis

In recent years, staff burnout and compassion fatigue have gained considerable attention due to their adverse effects on healthcare professionals and various other occupations. Staff burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, while compassion fatigue is the emotional and physical exhaustion resulting from prolonged exposure to suffering and trauma in the workplace. These issues can lead to decreased job satisfaction, increased turnover, and compromised patient care. Thus, there is a need for evidence synthesis of interventions to mitigate these challenges.

Resilience-Building Programs

Resilience-building programs have emerged as a central theme in addressing staff burnout and compassion fatigue. These programs focus on improving individuals’ ability to adapt to adversity and stress through training in emotional regulation and self-care strategies. A study by Paiva-Salisbury and Schwanz (2022) found that healthcare professionals who participated in a resilience program reported reduced burnout and increased job satisfaction. Additionally, they showed improved coping skills and emotional well-being. Similarly, Shiri et al. (2023) demonstrated that educators who engaged in resilience-building interventions experienced lower levels of compassion fatigue and emotional exhaustion. The compelling evidence supports the implementation of resilience-building programs as a primary intervention to improve healthcare staff’s mental and emotional fortitude.

Optimizing Staffing Ratios and Managing Workloads

Another crucial facet of mitigating burnout in high-stress professions, particularly healthcare, is ensuring appropriate staffing ratios and effective workload management. According to Dall’Ora et al. (2020), there is a direct correlation between understaffing and elevated burnout rates. Adequate staffing levels and thoughtful workload management are crucial in alleviating stress, fostering a sense of job satisfaction, and enhancing overall job performance. While resilience-building programs offer valuable tools for individual coping, their effectiveness is maximized when combined with efforts to optimize staffing ratios and manage workloads effectively. This synergistic approach addresses both systemic and individual factors contributing to burnout.

Psychological Intervention

 Beyond institutional and systemic approaches, integrating psychological intervention methods like meditation, yoga, and mindfulness holds significant promise in addressing compassion fatigue. The systematic review by Aryankhesal et al. (2019) provides compelling evidence for the efficacy of these practices in enhancing emotional well-being and nurturing compassion satisfaction among healthcare professionals. For example, regular engagement in mindfulness practices has improved resilience and coping mechanisms, enabling individuals to navigate the emotional demands of their roles better (Bernburg et al., 2020). These psychological interventions complement other strategies, contributing to a more holistic approach to addressing compassion fatigue among the staff.

While resilience-building programs, staffing optimizations, and psychological interventions promise to mitigate staff burnout and compassion fatigue, it is essential to acknowledge that the effectiveness of these interventions may vary depending on the specific work environment, organizational culture, and individual characteristics. Some studies report limitations in the long-term sustainability of these interventions and the need for ongoing support and evaluation.

Implementation

The DNP project will implement evidence-based interventions, including meditation, yoga, mindfulness practices, resilience-building programs, optimizing staffing ratios, and workload management, tailored to the needs of our staff. These interventions were chosen based on their effectiveness in reducing burnout and compassion fatigue in similar healthcare settings. They address both individual and organizational factors contributing to these issues. The project will employ a survey instrument to collect data on staff perceptions of burnout, compassion fatigue, and the impact of the interventions. The instrument will be selected for its ability to provide quantitative data to measure changes in staff well-being. In addition, qualitative data will be collected through interviews to gain a deeper understanding of the experiences and perceptions of staff.

The implementation plan and milestones for the DNP project will take an 8-12-week timeline, commencing with an extensive educational session for the staff to ensure their comprehensive understanding of the processes and interventions integral to the project’s progression. Following this, during weeks 2 to 8, the overseeing of the implementation phase will be undertaken, including the introduction of evidence-based strategies. These strategies will comprise psychological intervention methods such as meditation, yoga, and mindfulness, resilience-building programs, optimizing staffing ratios, and managing workloads. These specific weeks signify the pivotal period during which the interventions above will be fully integrated into the daily routines of the healthcare team. Subsequently, weeks 9 and 10 will initiate the data collection and analysis phase, evaluating the interventions’ impact on staff well-being, job satisfaction, and patient outcomes. Lastly, the project will conclude within the 8-12-week timeframe, culminating in disseminating findings and recommendations for perpetuating improvements in staff burnout and compassion fatigue reduction.

Evaluation

The evaluation of this project’s success hinges on measuring several vital outcomes. These include a reduction in staff turnover rates, an elevation in job satisfaction scores, an enhancement in mental well-being, as evidenced by survey results, and a decline in reported incidents linked to burnout and compassion fatigue. A multifaceted approach incorporating quantitative and qualitative methods will be employed to assess these outcomes comprehensively. The quantitative aspect will involve statistical analysis of survey data, enabling us to quantitatively gauge shifts in staff perceptions over time. Meanwhile, the qualitative dimension will encompass a thematic analysis of qualitative data, offering a nuanced understanding of the qualitative impact of the interventions. Together, these methods will provide a comprehensive and holistic assessment of the project’s effectiveness in achieving its intended goals, both in terms of quantitative metrics and the underlying qualitative experiences of the staff.

Conclusion

The proposed DNP project addresses staff burnout and compassion fatigue among healthcare professionals at a mental health organization. The project will implement evidence-based interventions, including resilience-building programs, optimizing staffing ratios, and psychological interventions tailored to the organization’s specific needs, such as meditation, yoga, and mindfulness. The project’s assessment phase highlights the prevalence of burnout and compassion fatigue in healthcare and identifies internal data and qualitative evidence supporting the practice problem at the organization. The evidence synthesis phase emphasizes the efficacy of the chosen interventions based on research findings. In terms of implementation, the project will span 8-12 weeks, involving staff education, intervention integration, and data collection. The evaluation plan focuses on quantitative and qualitative measures, including reductions in staff turnover rates, increased job satisfaction, improved mental well-being, and a decline in burnout-related incidents, to comprehensively assess the project’s success in addressing these critical issues.

References

Aryankhesal, A., Mohammadibakhsh, R., Hamidi, Y., Alidoost, S., Behzadifar, M., Sohrabi, R., & Farhadi, Z. (2019). Interventions on reducing burnout in physicians and nurses: A systematic review. Medical Journal of the Islamic Republic of Iran, 33(77), 77. https://doi.org/10.34171/mjiri.33.77

Bernburg, M., Groneberg, D., & Mache, S. (2020). Professional training in mental health self-care for nurses starting work in hospital departments. Work, 67(3), 583–590. https://doi.org/10.3233/wor-203311

Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: A theoretical review. Human Resources for Health, 18(1), 1–17. https://doi.org/10.1186/s12960-020-00469-9

Ma, H., Huang, S. Q., We, B., & Zhong, Y. (2022). Compassion fatigue, burnout, compassion satisfaction and depression among emergency department physicians and nurses: A cross-sectional study. BMJ Open, 12(4), e055941. https://doi.org/10.1136/bmjopen-2021-055941

Paiva-Salisbury, M. L., & Schwanz, K. A. (2022). Building compassion fatigue resilience: Awareness, prevention, and intervention for pre-professionals and current practitioners. Journal of Health Service Psychology, 48(1), 39–46. https://doi.org/10.1007/s42843-022-00054-9

Reith, T. P. (2019). Burnout in United States healthcare professionals: A narrative review. Cureus, 10(12). https://doi.org/10.7759/cureus.3681

Shiri, R., Nikunlaakso, R., & Laitinen, J. (2023). Effectiveness of workplace interventions to improve health and well-being of health and social service workers: A narrative review of randomized controlled trials. Healthcare, 11(12), 1792. https://doi.org/10.3390/healthcare11121792