Chamberlain College of Nursing
NR 451 RN Capstone Course
Capstone Project Milestone #1:
PICO and Evidence Appraisal Worksheets
PICO WORKSHEET
Your Name:
Date:
Your Instructor’s Name:
Purpose: To identify a problem or concern that nursing can change and develop a PICO question to
guide the change project.
Directions: Use the form below to complete the PICO assignment in Milestone #1. This includes filling in
the table with information about your research question and your PICO elements.
Step 1: Select the key PICO terms for searching the evidence. Clearly define your PICO question. List
each element P (problem, population, or problem), I (intervention), C (Comparison with other
treatment/current practice), and O (Desired outcome). Is the potential solution something for which you
(as nurse or student) can find a solution through evidence research? Look in your book for guidelines to
developing your PICO question.
Step 2: Identify the problem. What have you noticed in your work or school environment that isn’t
achieving the desired patient or learning outcomes? What needs to change in nursing, what can you
change with the support of evidence in the literature? Describe the problem or practice issue that you
want to research. What is your practice area; clinical, education, or administration? (This is NOT where
you will list your PICO question)
Step 3: How was the practice issues identified? How did you come to know this was a problem in your
clinical practice? Review the listed concerns and check all that apply.
Step 4: What evidence must be gathered? Everyone should have a literature search. However, what
other sources of reliable information will be helpful for your particular question?
Step 5: What terms will you use in order to make sure that your search is wide enough to obtain
required information but narrow enough to keep it focused? What databases will you search? How will
you narrow your search if needed?
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
1
Chamberlain College of Nursing
NR 451 RN Capstone Course
PICO Worksheet
What is the PICO question? What is the effectiveness of interventions to improve culturally
appropriate health care for racial/ethnic minority children and adults?
Define each element of the question below:
P- (Patient, population, or problem): Racial/ethnic children and adults
I- (Intervention): Cultural competence/ culturally appropriate care provider/ nurse education and
training
C- (Comparison with other treatment/current practice): No proper cultural competence education/
training or cultural competence/ culturally appropriate care provider/ nurse education and training
O- (Desired outcome): Provider/ nurse knowledge, attitudes, and competencies (skills) in providing
culturally competent health care; such as clinical decision-making, communication
What is the practice issue/problem?
With a large population of immigrants and refugees patients, providers/ nurses need to be more
educated and trained on various cultures that different than their own.
What is the practice area?
_x__ Clinical
_x__ Administration
_x__ Education
___ Other
How was the practice issue identified?
(check all that apply)
__x_ Difference between hospital and community
_x__ Safety/risk management concerns
practice
_x__ Unsatisfactory patient outcomes
_x__ Clinical practice issue is a concern
_x__ Wide variations in practice
___ Procedure or process is a time waster
_x__ Significant financial concerns
___ Clinical practice issue has no scientific base
___ Other:
What evidence must be gathered? (check all that apply)
_x__ Literature search
_x__ Clinical Expertise
_x__ Guidelines
___ Financial Analysis
_x__ Expert Opinion
_x__ Standards (Regulatory, professional, community)
_x__ Patient Preferences
_x__ Other
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
2
Chamberlain College of Nursing
NR 451 RN Capstone Course
Search terms: Cultural competency, diversity, education, training, clinical decision making,
disparities, nursing, communication, interventions,
Databases to search: CINAHL, PubMed, Medline
Search Strategies: Cultural competence OR cultural sensitivity OR cultural safety OR cross-cultural;
Interventions “AND” training “AND” education
EVIDENCE APPRAISAL WORKSHEET
Your Name:
Date:
Your Instructor’s Name:
Purpose: To find evidence to support an intervention that will change the outcomes.
Directions: Type your search question below. Find AT LEAST FOUR sources to support the need for
change and the potential intervention you have selected to solve the problem. At least three of your
sources must be peer-reviewed articles. The fourth source could be another peer-reviewed article or a
reliable, credible source. Look in your text for ideas of other sources that can be used. Using the table
below, insert and describe your four chosen resources.
Step 1: APA Reference for the article. You will need to list the reference for the source in APA format. Be
careful when using built-in APA formats and library citations. They may not be in APA format. Refer to
Chapter 7 of your APA manual.
Step 2: Type of Source. If your source is a research article, you will need to ensure that it is a peer review
article. You need at least three peer-reviewed articles for your project. If your article is a non–research
source, then you will need to list what type of source it is; systematic review, clinical practice guidelines,
organizational experience, or individual expert opinion/case study/literature review. You may only use
ONE non-research source.
Step 3: Strength of Research. Refer to page 238-240 for research evidence and page 242-244 for nonresearch evidence. While you do not need to assign a level for each study, you will assign a quality of
evidence (high, good, or low/major flaw) and should discuss the study using some of the elements that
are discussed in the appraisal forms. For example, Research evidence: was the sample size adequate?
Was there a controlled group? Was it a randomized study? Were results clearly stated? Was the
conclusion based on the results? Were study limitations discussed? Not all of these elements need to be
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
3
Chamberlain College of Nursing
NR 451 RN Capstone Course
discussed, but you should discuss this information to determine if the strength of the evidence is HIGH,
GOOD, or LOW/MAJOR FLAW.
Step 4: Brief Description of the Research. In this section, you will summarize the source in your own
words. How does this information apply to your project? What are the results of the source? What are
their recommendations?
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
4
Chamberlain College of Nursing
NR 451 RN Capstone Course
Evidence Appraisal Worksheet
PICO Question:
APA Reference for
Article
Give the APAformatted reference
for the article.
Type of Source
Strength of Research
*Research: Peerreviewed article
Discuss the strength
of the sources.
*Non-research
systematic review,
clinical practice
guidelines,
organizational
experience, or expert
opinion/case
study/literature
review
Report if evidence is
High, Good, or
Low/Major Flaw. Use
the tools on page 238244 of your text and
discuss the reasons
why you have
assigned a particular
level of quality.
Brief Description of
Research
Address the
questions.
*How does the
information in the
article apply to the
project problem or
proposed
intervention?
*Summarize in your
own words.
* Include results of
the study and how
these results are
applicable to your
project.
* What is the
recommendation of
the source for clinical
practice?
1
Loftin, C., Hartin, V.,
Branson, M., & Reyes,
H. (2013). Measures
of Cultural
Competence in
Nurses: An Integrative
Review. The Scientific
World Journal, 2013,
1-10.
doi:10.1155/2013/28
9101
Non-research
integrative review
Low- due to the fact
the limitations of the
reviewed cultural
competence
instruments utilized
were measured based
on the individual’s
self-perception of
cultural competence
or cultural selfefficacy
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
The article is based
upon various
instruments used to
determine nursing
students and nurse
educators on cultural
competency, there
are many limitations
due to various
amounts and types of
instruments used to
gauge these
individuals selfperception and did
not really provide an
actual or true
assessment of cultural
5
Chamberlain College of Nursing
NR 451 RN Capstone Course
competence.
These instruments
give a system for
assessment and
reassessment that is
promptly accessible
and effortlessly
directed. A few of the
instruments can be
controlled in as few as
10–15 minutes. It has
been proposed that
further improvement
of these assessments
incorporates some
target measures or
points of view of the
client with an end
goal to give a more
finish evaluation of
the nurse's cultural
competence. Without
some measure to
survey cultural
competence as far as
results for the
patients, the nurse's
capacity to claim
competence, as well
as to give culturally
competent care will
stay obscure.
2
Like, R. C. (2011).
Educating clinicians
about cultural
competence and
disparities in health
and health care.
Journal Of Continuing
Education In The
Health Professions,
31(3), 196-206 11p.
doi:10.1002/chp.2012
7
Peer-reviewed
Good- Because it
provide various
methods of
intervention on
educating and training
healthcare providers
and nurses on cultural
competency
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
This article provides
an overview of
healthcare policy,
legislative,
accreditation, and
professional initiatives
relating to these
subjects. The status of
CME offerings on
cultural
competence/inconsist
encies is reviewed,
examples provided of
available curricular
6
Chamberlain College of Nursing
NR 451 RN Capstone Course
resources and online
courses.
Overall, the
quantitative feedback
was generally positive
with excellent or very
good ratings in the
84% to 66% range on
Level1 (Participation)
and 2 (Satisfaction)
outcomes relating to
program organization,
content, presentation,
and educational
value.
Training clinicians to
give socially skillful
consideration is a key
methodology for
decreasing these
inconsistencies.
Health care
arrangement,
administrative,
accreditation, and
expert activities have
highlighted the
significance of socially
able administration
conveyance and the
end of racial and
ethnic disparities.
3
Kutob, R. M.,
Bormanis, J., Crago,
M., Harris, J. M., Senf,
J., & Shisslak, C. M.
(2013). Cultural
Competence
Education for
Practicing Physicians:
Lessons in Cultural
Humility,
Nonjudgmental
Behaviors, and Health
Beliefs Elicitation.
Journal Of Continuing
Peer-reviewed
Great- This article
provide in depth
analysis of cultural
competency of
physicians caring for a
diverse population of
individuals with
diabetes.
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
This article examined
various gaps in
knowledge of cultural
competence teaching
and assessment by
describing the course
in design and
development process
and also by focusing
on practicing
physicians.
Of the 117 physicians
who responded to the
5/18/15
mk
7
Chamberlain College of Nursing
NR 451 RN Capstone Course
Education In The
Health Professions,
33(3), 164-173 10p.
doi:10.1002/chp.2118
1
study invitation letter,
4 were ineligible and 3
did not complete the
screening procedures.
Of the remaining 110
physicians, 51 were
assigned to the
control group and 59
to the intervention
group. A total of 90
physicians completed
the study: 41 in the
control group and 49
in the intervention
group. All intervention
group physicians
completed the
required minimum of
three modules.
This skills-based
approach helps
physicians to avoid
coming to premature,
judgmental
conclusions regarding
patients' adherence to
therapy without
asking about patients'
views and preferences
in regard to
treatment.
This model may also
foster an increased
sense of cultural
humility.
4
Mareno, N., & Hart, P.
L. (2014). Cultural
Competency Among
Nurses with
Undergraduate and
Graduate Degrees:
Implications for
Nursing Education.
Nursing Education
Perspectives, 35(2),
83-88 6p.
Peer-reviewed
Great article for my
research because it
provide information in
terms of how nurses
perceived cultural
competency.
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
This article was aimed
to compare the levels
of cultural awareness,
knowledge, skills and
comfort of nurses
with either an
undergraduate or
graduate degree
when caring for
patient of diversity.
8
Chamberlain College of Nursing
NR 451 RN Capstone Course
doi:10.5480/12-834.1
There were about
2,000 surveys sent to
nurses in
southeastern states;
360 nurses
participated. It was
stated that
undergraduate degree
nurses scored lower
than graduate nurses
on cultural knowledge
and score for cultural
awareness, skills and
comfort varied
between both groups.
However, both groups
reported little cultural
diversity training in
the work place of in
nursing schools.
It is important for
nursing educators to
focus on cultural
competency so that
when nurse enter into
their filed they are
well trained and
educated.
NR451 Milestone1 PICO Evidence Appraisal Worksheets.docx
5/18/15
mk
9
Chamberlain College of Nursing
NR 451 RN CAPSTONE COURSE
Capstone Project Milestone #2:
Design for Change Proposal Guidelines
PURPOSE
You are to create a Design for Change proposal inclusive of your PICO and evidence appraisal
information from your Capstone Project Milestone #1. Your plan is to convince your
management team of a nursing problem you have uncovered and you feel is significant enough
to change the way something is currently practiced. In the event you are not currently working
as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or
nursing education issue you identified in your nursing program.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO1: Applies the theories and principles of nursing and related disciplines to individuals,
families, aggregates, and communities from entry to the healthcare system through longterm planning. (PO #1)
CO2: Proposes leadership and collaboration strategies for use with consumers and
other healthcare providers in managing care and/or delegating responsibilities for health
promotion, illness prevention, health restoration and maintenance, and rehabilitative
activities. (PO #2)
DUE DATE
Milestone #2 consists of the proposal for your Design for Change Capstone Project. Submit this
Milestone to the Dropbox by the end of Week 4.
POINTS
Milestone #2 is worth 225 points.
DIRECTIONS
1. Create a proposal for your Design for Change Capstone Project. Open the template in
Doc Sharing. You will include the information from Milestone #1, your PICO question,
and evidence appraisal, as you compose this proposal. Your plan is to convince your
management team of a nursing problem you have uncovered and you feel is significant
enough to change the way something is currently practiced.
2. The format for this proposal will be a paper following the Publication manual of APA 6th
edition.
3. The paper is to be four- to six-pages excluding the Title page and Reference page.
4. As you organize your information and evidence, include the following topics.
a. Introduction: Write an introduction but do not use “Introduction” as a heading in
accordance with the rules put forth in the Publication manual of the American
NR451_Milestone2_Design_Proposal_Guidelines.docx
03/24/14 mk
1
Chamberlain College of Nursing
NR 451 RN CAPSTONE COURSE
Psychological Association (2010, p. 63). Introduce the reader to the plan with
evidence-based problem identification and solution.
b. Change Plan: Write an overview using the John Hopkins Nursing EBP Model
and Guidelines (2012)
i. Practice Question
ii. Evidence
iii. Translation
c. Summary
5. Citations and References must be included to support the information within each
topic area. Refer to the APA manual, Chapter 7, for examples of proper reference
format. In-text citations are to be noted for all information contained in your paper that is
not your original idea or thought. Ask yourself, “How do I know this?” and then cite the
source. Scholarly sources are expected, which means using peer-reviewed journals and
credible websites.
6. Tables and Figures may be added as appropriate to the project. They should be
embedded within the body of the paper (see your APA manual for how to format and
cite). Creating tables and figures offers visual aids to the reader and enhances
understanding of your literature review and design for change.
GRADING CRITERIA: DESIGN FOR CHANGE CAPSTONE PROJECT
Category
Points
%
Introduction
25
11%
Introduction to the plan is nursing focused, with evidence-based
problem identification and potential solutions clearly identified.
Change Plan;
Practice
Question
(Steps 1–5)
50
22%
Activities to achieve the first steps of change are fully described
in detail and are based on the first five steps of the John Hopkins
EBP Process; Practice Question.
Change Plan;
Evidence
(Steps 6–10)
50
22%
Activities to achieve steps six through ten of the John Hopkins
EBP Process are fully described in detail; Evidence.
Change Plan;
Translation
50
22%
Activities to achieve the final steps of change are fully described
in detail and are based on steps 11 through 18 of the John
Hopkins EBP Process; Practice Question.
Summary
25
11%
Clear, solid summary summarizing the key points and steps of
the change plan is included; ways to maintain the change plan
are described.
APA Format
25
11%
Minimal errors.
225
points
100%
(Steps 11–18)
Total
Description
NR451_Milestone2_Design_Proposal_Guidelines.docx
03/24/14 mk
2
Chamberlain College of Nursing
NR 451 RN CAPSTONE COURSE
GRADING RUBRIC: CAPSTONE PROJECT MILESTONE #2
Assignment
Criteria
Outstanding or
Highest Level of
Performance
A (92–100%)
Very Good or
High Level of
Performance
B (84–91%)
Competent or
Satisfactory
Level of
Performance
C (76–83%)
Poor, Failing or
Unsatisfactory
Level of
Performance
F (0–75%)
Introduction
25 points
Introduction to the
plan is nursing
focused, with
evidence-based
problem
identification and
potential solutions
clearly identified.
23–25 points
Introduction to the
plan is nursing
focused, with
evidence to
support the
problem and
potential solution
identified but
convincing areas
are missing.
21–22 points
Introduction to the
plan is provided;
however, evidence
to support the
problem and
potential solution
is not convincing.
19–20 points
Introduction lacks
evidence to
support need for
change and/or
potential solution
is not realistic.
0–18 points
/25
Change Plan
Practice
Question
(Steps 1–5)
50 points
Activities to
achieve the first
five steps of
change are fully
described in detail
and are based on
the first section of
the John Hopkins
EBP Process:
*Practice question
is identified.
*Scope of the
problem discussed
(including
supportive
statistics).
*Stakeholders
identified.
*Team is
identified.
46–50 points
Activities to
achieve the first
five steps of
change are fully
described, not in
detail but are
based on the first
section of the
John Hopkins EBP
Process:
*Practice question
is identified.
*Scope of the
problem discussed
(including
supportive
statistics).
*Stakeholders
identified.
*Team is
identified.
42–45 points
Activities to
achieve the first
five steps of
change are vague.
The first section of
the John Hopkins
EBP Process is
not clearly
identified.
*Practice question
is identified.
*Scope of the
problem does not
contain statistics
to support the
problem.
*Stakeholders are
identified but not
appropriate or
missing key
members.
*Team members
are identified but
not appropriate or
missing key
members.
38–41 points
Activities to
address and
support change
are not specifically
addressed.
Portions of the first
five steps are
missing or absent.
0–37 points
/50
Change Plan
Evidence
(Steps 6–10)
50 points
Activities to
achieve steps six
through ten of
change are fully
described in detail
and are based on
the first section of
Activities to
achieve steps six
through ten of
change are vague
and are based on
the first section of
the John Hopkins
Activities to
achieve steps six
through ten of
change are vague
and are based on
the first section of
the John Hopkins
Activities to
achieve steps six
through ten of
change may be
missing or absent.
*Less than four
/50
NR451_Milestone2_Design_Proposal_Guidelines.docx
03/24/14 mk
Total
3
Chamberlain College of Nursing
Change Plan
Translation
(Steps 11–18)
50 points
NR 451 RN CAPSTONE COURSE
the John Hopkins
EBP Process:
Evidence is
identified.
*At least four
reliable sources
are used, three of
which are peerreviewed.
*Summary of
evidence is
thorough and
detailed.
*Strength of
evidence is
discussed.
*Recommendation
for change is
based on
evidence and is
thorough.
46–50 points
EBP Process:
Evidence is
identified.
*At least four
reliable sources
are used, three of
which are peerreviewed.
*Summary of
evidence is vague.
*Strength of
evidence is
discussed.
*Recommendation
for change is
based on
evidence but
connection is
vague.
42–45 points
EBP Process:
Evidence is
identified.
*At least four
reliable sources
are used but less
than three are
peer-reviewed.
*Summary of
evidence is vague.
*Strength of
evidence is not
discussed.
*Recommendation
for change is
present but not
weak connection
to the evidence.
38–41 points
reliable sources
are used.
*Summary of
evidence is not
present or missing
important
elements.
*Strength of
evidence is
missing.
*Recommendation
for change lacks
support from
evidence.
0–37 points
Activities to
achieve the last
steps of change
are fully described
in detail and are
based on the last
steps of the John
Hopkins EBP
Process:
Translation.
*Action plan is
well-developed
with specific
timeline in place to
include all
elements of the
plan.
*Measurable
outcomes and way
to report results
are discussed in
detail.
*Plan for
implementation is
thoroughly
discussed.
*Ways to
communicate
findings (internally
and externally) are
discussed.
Activities to
achieve the last
steps of change
are described and
are based on the
last steps of the
John Hopkins EBP
Process:
Translation.
*Action plan is
developed with
specific timeline in
but some
elements of the
timeline are
missing.
*Outcomes are
present but not
measurable. Ways
to report results
are discussed in
detail.
*Plan for
implementation is
discussed.
*Communication
of findings is
present but does
not address both
internal and
external ways.
Activities to
achieve the last
steps of change
are vague.
*Action plan is
developed but
timeline is
missing.
*Outcomes are
vague and not
measurable. Ways
to report results
are discussed but
not in detail.
*Plan for
implementation is
vague.
*Communication
of findings is
missing.
38–41 points
Activities to
achieve the last
steps of change
are vague or
missing.
*Action plan is not
well-developed or
missing.
*Outcomes are
vague or not
present. Ways to
report results are
discussed but not
in detail.
*Plan for
implementation is
not present.
*Communication
of findings is
missing.
0–37 points
NR451_Milestone2_Design_Proposal_Guidelines.docx
03/24/14 mk
/50
4
Chamberlain College of Nursing
NR 451 RN CAPSTONE COURSE
46–50 points
42–45 points
Summary
25 points
Clear, solid
summary of the
key points and the
change plan are
included; ways to
maintain the
change plan are
described.
23–25 points
A clear summary
of the key points
and part of the
change plan are
provided; ways to
maintain the
change plan are
mentioned, but not
in detail.
21–22 points
A summary is
present but is
vague; parts of the
change plan are
highlighted; ways
to maintain the
change plan are
not clear.
19–20 points
A summary is
difficult to
determine or
absent. Key points
of the change plan
are not recapped
or are absent.
0–18 points
/25
APA
formatting,
scholarly
writing
25 points
APA format sixth
edition: third
person, grammar,
sentence
structure,
punctuation, and
spelling; sources
correctly cited and
referenced; title
page, headers,
and page
numbers. No
errors to one error.
23–25 points
Two to three
errors.
21–22 points
Four to five errors.
19–20 points
Multiple errors
0–18 points
/25
Total Points
/225
Reference:
Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd
ed.). Indianapolis, IN: Sigma Theta Tau International.
NR451_Milestone2_Design_Proposal_Guidelines.docx
03/24/14 mk
5
Running head: TYPE SHORT TITLE IN ALL CAPS
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
1
TYPE SHORT TITLE IN ALL CAPS
2
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions
backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly
APA assignment so you cannot use first person. Remember that you will keep all the bolded
headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based
Practice Process. Feel free to state why nurses should use this model as a guide to facilitate
change. Under each of the second level headers listed below, you now link your identified topic
to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in
your team? Make sure you choose relevant stakeholders. You should have no more than eight
members. Do not list your team members by name but instead by position (pharmacists, charge
nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in
paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem.
How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
TYPE SHORT TITLE IN ALL CAPS
3
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data?
Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of
this research. This is not where you describe the results of your studies. This is done in the
following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least
four sources. Of these four sources, three must be from peer-reviewed articles. The other source
can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite
multiple articles within one sentence. This section should be one paragraph that is a summation
of information from the multiple articles. Be sure and cite all of your references, in proper APA
format, from the articles into this one paragraph.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found
enough support in your evidence to proceed with implementing your pilot program.
Translation
Steps 11, 12, and 13, 14: Action Plan
You have not implemented your project yet, therefore, this section will be hypothetical.
Develop your plan for implementation. What are the specific steps you will take to implement
TYPE SHORT TITLE IN ALL CAPS
4
your pilot study? What is the timeline for your plan? Make sure you include a plan for
evaluation of outcomes and method to report the results.
Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes
What are the desired outcomes? How will they be measured? How will you report the
results to the key stakeholders?
Steps 17: Identify Next Steps
How will you implement the plan on a larger scale? Will this be applicable to other units
or the facility as a whole? What will you do to ensure that the implementation becomes
permanent?
Step 18: Disseminate Findings
How will you communicate your findings internally (within your organization) and
externally (to others outside of your organization)?
Conclusion
Provide a clear and concise summary. Review the key aspects of the problem as well as
the change model. Be sure to include important aspects of the three levels of change for the John
Hopkins EBP process.
TYPE SHORT TITLE IN ALL CAPS
5
References
Purchase answer to see full
attachment