Evaluation Plan Design

Assessment 5 Instructions: Evaluation Plan Design

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Develop a 4-6 page plan that will allow you to evaluate your intervention.

You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 confirmed hours with each assessment deliverable to receive a grade for the entire assessment.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Once an intervention is planned and implemented it is important to evaluate the degree to which the outcomes of the project were achieved. By evaluating the desired outcomes of an intervention, it is possible to make more informed decisions about opportunities for continuous improvement. It is also possible to identify strategies and approaches that could be useful in improving one’s personal practice in other contexts or care areas.

Preparations

- Read Guiding Questions: Evaluation Plan Design [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.
- As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

- - What specific piece or pieces of technology did you propose using in your implementation plan?
  - How did the type of technology you chose impact the development of your implementation plan?
  - How will the incorporation of the technology you propose make your implementation plan more successful?

Instructions

Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.

Your evaluation plan design will be the forth section of your final project submission. The goal for this is to finalize the outcomes that your plan is seeking to achieve and to create a plan to evaluate the degree to which those outcomes would have been achieved if your intervention plan has been implemented. This will allow you to determine the degree to which the plan was successful in addressing the identified need of your target population and setting.

You will also discuss ways in which your role allows you to lead change and drive quality improvement, and to potentially improve the project in the future. In addition, you will reflect on how the project will leave you better prepared for success in other aspects of your current and future career. Provide enough detail so that the faculty member assessing your implementation plan design and discussion will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.

At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Evaluation Plan Design [DOC] document to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, your planned intervention, and how you intended to implement your intervention (this should only be a single paragraph).

Reminder: These instructions are an outline. Your heading for this this section should be Evaluation of Plan and not Part 1: Evaluation of Plan.

Part 1: Evaluation of Plan

- Define the outcomes that are the goal of an intervention plan.
- Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.

Part 2: Discussion

Advocacy

- Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
- Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.

Future Steps

- Explain how the current project could be improved upon to create a bigger impact in the target population as well as to take advantage of emerging technology and care models to improve outcomes and safety.

Reflection on Leading Change and Improvement

- Reflect on how the project has impacted your ability to lead change in personal practice and future leadership positions.
- Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into your personal practice to drive quality improvement in other contexts.

Address Generally Throughout

- Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.
- Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.

Practicum Hours Submission

You have been tracking your completed practicum hours each week using the CORE ELMS. By placing the hours into CORE ELMS, you will ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.

Submit your CORE ELMS practicum hours tracking log showing a minimum of 20 confirmed hours per assessment. Reminder: Only confirmed hours will be considered for grading.

You will not receive a grade for this assessment without a practicum hours log showing a minimum of 20 confirmed hours for the time period of this assessment. Your faculty will review your hours to date and will contact you if he or she has any questions or concerns.

Additional Requirements

- Length of submission: 4–6 double-spaced pages.
- Number of resources: 3–6 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)
- Written communication: Written communication is free of errors that detract from the overall message.
- APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
- Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

- Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.

- - Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.
  - Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.
- Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.

- - Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.
- Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.

- - Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.
- Competency 4: Design patient- and population-centered care to improve health outcomes.

- - Define the outcomes that are the goal of an intervention plan.
- Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.

- - Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.
- Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.

- - Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.
- Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.

- - Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.

Note: You will also be assessed on two additional criteria unaligned to a course competency:

- Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.
- Demonstrate completion of hours toward the practicum experience.

See the scoring guide for specific grading criteria related to these additional requirements.

SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

VIEW SCORING GUIDE

Evaluation Plan Design Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define the outcomes that are the goal of an intervention plan.	Does not suggest the outcomes that are the goal of an intervention plan.	Suggests the outcomes of an intervention plan, but proposed outcomes do not illustrate the purpose of the intervention or do not establish a framework for an improvement in the quality, safety, or experience of care.	Defines the outcomes that are the goal of an intervention plan.	Defines the outcomes that are the goal of an intervention plan, impartially discussing pros and cons of alternative outcomes.
Create an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.	Does not create an evaluation plan to determine the impact of the intervention.	Attempts to create an evaluation plan, but omits details about the collection, analysis, or evaluation of data to fully evaluate the outcomes, or does not clearly relate the evaluation plan to the intervention plan.	Creates an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need.	Creates an evaluation plan to determine the impact of an intervention for a health promotion, quality improvement, prevention, education, or management need, and identifies assumptions on which the evaluation plan is based.
Analyze the nurse’s role in leading change and driving improvements in the quality and experience of care.	Does not discuss the nurse’s role in leading change and driving improvements in the quality and experience of care.	Superficially discusses the nurse’s role in leading change and driving improvements in the quality and experience of care.	Analyzes the nurse’s role in leading change and driving improvements in the quality and experience of care.	Analyzes the nurse’s role in leading change and driving improvements in the quality and experience of care, and identifies assumptions on which the analysis is based.
Explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.	Does not explain how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.	Provides a cursory or unconvincing explanation of how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.	Explains how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan.	Explains how the intervention plan affects nursing and interprofessional collaboration, and how the health care field gains from the plan; identifies areas of uncertainty, knowledge gaps, or additional information that would be needed in order to gain a more complete understanding.
Explain how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.	Does not suggest how the current project could be improved upon to create a bigger impact in the target population or take advantage of emerging technology and care models to improve outcomes and safety.	Provides a cursory explanation of how the project could be improved upon, missing opportunities related to emerging technology or care models and ignoring potential for improved and broader-reaching impacts.	Explains how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety.	Explains how the current project could be improved upon to create a bigger impact in the target population as well as take advantage of emerging technology and care models to improve outcomes and safety; identifies assumptions underlying the proposed improvements.
Reflect on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.	Does not discuss how the project has impacted one’s ability to lead change in personal practice and future leadership positions.	Discusses how the project has impacted one’s ability to lead change in personal practice and future leadership positions, but discussion lacks thoughtfulness or self-reflection.	Reflects on how the project has impacted one’s ability to lead change in personal practice and future leadership positions.	Reflects on how the project has impacted one’s ability to lead change in personal practice and future leadership positions, and suggests goals for future personal growth.
Reflect on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.	Does not discuss the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.	Discusses how the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts, but discussion lacks thoughtfulness or insight.	Reflects on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts.	Reflects on the ways in which the completed intervention, implementation, and evaluation plans can be transferred into one’s personal practice to drive quality improvement in other contexts; impartially considers conflicting evidence or other perspectives.
Integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.	Does not integrate resources from diverse sources that illustrate support for all aspects of an evaluation plan for a planned intervention, as well as professional discussion about the plan.	Integrates resources, but they do not support all aspects of the evaluation plan or they do not come from a diversity of sources.	Integrates resources from diverse sources that illustrate support for all aspects of an evaluation plan for an intervention, as well as for professional discussion about the plan.	Integrates resources from diverse sources that illustrate support for all aspects of an evaluation plan for a planned intervention, as well as professional discussion about the plan. In-text citations and reference list are error-free.
Communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.	Does not communicate evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.	Inconsistently communicates evaluation plan and discussion of the project, in a way that partially helps the audience to understand how the outcomes will be evaluated, or incompletely communicates what was learned through the project process.	Communicates evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process.	Communicates evaluation plan and discussion of the project in a professional way that helps the audience to understand how the outcomes will be evaluated, as well as what was learned through the project process. Grammar, punctuation, and spelling are error-free.
Demonstrate completion of hours toward the practicum experience.	Does not demonstrate completion of hours toward the practicum experience.	Demonstrates completion of hours toward the practicum experience, but provides no details about activities completed during those hours.	Demonstrates completion of hours toward the practicum experience.	Demonstrates completion of hours toward the practicum experience and provides a clear and concise description of the focus of the clinical hours and alignment to the capstone project.

Guiding Questions