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Topic 7 DQ 1Apr 29-May 1, 2024
In order to evaluate an evidence-based practice p
Topic 7 DQ 1Apr 29-May 1, 2024
In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Based on faculty feedback from your Topic 5 implementation plan, make updates to your objectives and outcomes. List one objective and its associated outcome. How will you be able to evaluate whether or not this outcome was met? Discuss how using this process of evaluation will allow you to evaluate whether your project made a difference in practice.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Lara Ashton
May 1, 2024, 8:22 PM
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Hello Class,
In order to assess the efficacy of a digital prenatal education program that aims to increase the knowledge of prenatal women by 30% in ANCs, it is necessary to conduct a thorough evaluation. The method should involve the implementation of a pre- and post-intervention assessment strategy (O’Neill et al., 2020). At the beginning, the women’s prenatal knowledge should be evaluated through a structured questionnaire that covers the main learning targets of the education program. Such an initial assessment provides a starting point that can be used to compare the effectiveness of the intervention later. After six months of posting the digital program, the same examination should be provided to the same group or the matched cohort of outpatients who attend the clinic. The 30% increase in the average knowledge scores at the end of the end of the intervention would serve as confirmation of the educational intervention. This qualitative approach is not only a good indication of the program’s influence, but it also helps to gather objective assessments.
Using the structured assessment technique brings many benefits. Firstly, it enables the evidence-based decision-making process by offering real data on the program’s efficiency, which is of utmost importance for the sustenance or enlargement of the program. Meanwhile, it helps to find the weak spots in the content or delivery, but also the ability to give timely responses. This is very essential to the program’s ability to act as a channel of communication between the program and its audience and is also important in meeting the program’s educational objectives.
Also, manifesting tangible progress through data boosts trust among stakeholders, such as healthcare providers and potential funders (Daraojimba et al., 2023). This certainty can give rise to more trust and even more funding being directed toward the project. Furthermore, if the initiative demonstrates success, the analysis identifies a starting point for the spread of the program to other regions or modifying it to suit different populations. At last, this evaluation method opens the door for nursing staff’s reflective practice, which increases the number of digital instruments being applied in prenatal care and elevates education and engagement. Consequently, the systematic evaluation not only allows for the analysis of the direct impact of educational programs but also brings to light more comprehensive improvements in professional healthcare practice and patient outcomes.
References
Daraojimba, C., Abioye, K. M., Bakare, A. D., Mhlongo, N. Z., Onunka, O., & Daraojimba, D. O. (2023). Technology and innovation to growth of entrepreneurship and financial boost: a decade in review (2013-2023). International Journal of Management & Entrepreneurship Research, 5(10), 769-792. https://fepbl.com/index.php/ijmer/article/view/593
O’Neill, S., Kreif, N., Sutton, M., & Grieve, R. (2020). A comparison of methods for health policy evaluation with controlled pre‐post designs. Health services research, 55(2), 328-338. https://onlinelibrary.wiley.com/doi/full/10.1111/1475-6773.13274
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