Week 5: Assignment: Project Planning and Preparation

Purpose

Project planning will be an important aspect of your new role as a DNP-prepared nurse. The purpose of this assignment is to further explore the project planning process as you prepare for your DNP project. This assignment is an extension of the Week 2 and Week 3 assignments and any previous work you have done on your selected practice problem or for your DNP project planning

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)

CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high-value healthcare. (POs 3, 5, 7).

Page Requirement:

Length 4-5 pages – excluding title page and references.

Instructions

Review the Graduate Re-Purpose Policy in the Student Handbook, page 15

Repurposed Work: Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instructor is not made aware of the repurposing of an assignment, the submission will be treated as plagiarized work if not properly referenced.

Use the following subheadings as Level 1 headers to organize your paper.

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.

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

Present the updated evidence synthesis to identify the evidence-based practice (EBP) intervention to address the practice problem and need for change. (Use the synthesis from the week 2 assignment – be sure to accept track changes and update your Week 2 paper based on feedback provided by course faculty before adding to this paper).

Main points/salient themes that emerge from the sources (Cited)

Compare and contrast main points/ themes from all sources (Cited)

Objective rationale for the intervention based on the literature

Implementation

Clearly describe the DNP project evidence-based intervention.

Discuss the rationale for why this intervention was chosen.

Identify the survey/ instrument/ tool, 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 implementation plan to 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 yet concise paragraphs that clearly describe your project plans to include:

Explain how you will implement the project.

Explain how you will evaluate the project.

APA Format

Uses appropriate Level I headers.

References and citations are in current APA format.

Paper length is 4-5 pages excluding the title and reference pages.

Clarity of Writing

Use of standard English grammar and sentence structure.

No spelling errors or typographical errors.

Organized around the required components using appropriate headers.

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Comment by Karen Kidder: Ensure there are numbers in the top right-hand corner of every page in the paper. Thank you for taking on this topic! There are some concepts missing in your paper. Please see my comments on the attached paper. It needs more specific regarding the seriousness of the problem. You need a clear synthesis of the literature, rather than address the individual articles. There are APA issues, primarily with spacing, but the format of the references needs to be corrected also. You are very wordy in much of the paper, and being concise would help to make your points more clear. Be sure to indent paragraphs. You have good ideas, and I am happy to work with you and review the comments I made. I would encourage you to use Grammarly also, and the assay submission service described in our course resources. Please let me know how I can help. Your topic is so important; it needs to be clearly described.

Education Interventions Preventing and Reducing STDs

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NR711

March 2022

Education Interventions Preventing and Reducing STDs

Sexually Transmitted Diseases (STDs) have been a health practice problem representing a social determinant in the general population, especially young adults. The purpose of this paper is to review and synthesize evidence research literature that supports education as an evidence-based intervention for the prevention and reduction of sexually transmitted diseases. The report will examine the significance of the problem at the national level and outline support evidence and rationales for intervention. Comment by Karen Kidder: Comment by Karen Kidder: You must indent the first sentence of a paragraph. Comment by Karen Kidder: Can you explain this a bit more, please? Comment by Karen Kidder: This whole page should be only double-spaced. Remove the extra spaces between sections.

Significance of the Problem at National Level

The rate of Sexually Transmitted Diseases is a severe public health concern at the national level. The impact of the diseases cannot be ignored, and families and the government are spending a lot to take care of the infected and the affected (Cyr et al., 2020). The nation is losing its product quality because skilled and competent people get infected and can no longer work like they used to. Family members also leave work or become less productive because they spend a lot of time taking care of their loved ones. The health implications are significant, despite the government investing a lot of money in healthcare organizations to offer the best care to patients. Comment by Karen Kidder: Provide some information on the prevalence please, so we can appreciate how serious the problem is. This is very general information. Comment by Karen Kidder: Do you have a source for this? It seems unusual to relate this to STDs.

Synthesis of Evidence three Studies

The three studies provide valuable insights that can be used to inform decisions. There is evidence that a knowledge deficit puts people at the risk of irresponsibility and vulnerability to infections (Skelly et al., 2018). When people have access to educative materials and programs, they are less vulnerable because they engage in healthy behaviors. For example, someone who understands the possible causes of the transmission of STDs, such as unsafe sex, will choose to have safe sex and have few sexual partners (El-Bassel et al., 2019). This is contrary to a less knowledgeable person and may go around with several partners without protection, which increases the chances of contracting STDs. Educative programs are effective, especially sexual health promotions, according to (Gunn & Klaussner, 2019). The evidence above provides an opportunity to address the practice problem using education programs. Since there is a knowledge deficit, a gap can be filled by giving appropriate sexual education information, testing, and treatment. Since the primary concern is sustainability, the evidence challenges stakeholders to ensure these programs are as sustainable as possible. Before implementing these strategies, it is essential to put together all the required resources to ensure the programs are long-lasting.

Synthesis of Literature

Literature poses that information and educative programs have evolved. At the beginning of the 20th century, education was used to warn the public against irresponsible sexual and medication behaviors. The education interventions also targeted case identification and management. Over time, the focus of education programs shifted to screening and education (Nguyen et al., 2019). People who have access to information can quickly go for screening, and once the results are determined, they will adopt a responsible behavior to prevent or manage the infection. The literature identifies three primary education programs; behavior change programs, community development, and social marketing.

Existing literature argues that education programs are effective, especially those tailored towards behavior change. When people are informed, they are more likely to be responsible and embrace positive social behavior, including practicing safe sex and reducing the number of sexual partners (Shapiro & Brown, 2018). Infected patients become more accountable for medication adherence and general lifestyle. However, there are concerns about the sustainability of these programs; when the programs are short-lived, the behavior change is also short-lived.

Main Points/ Themes Comment by Karen Kidder: These main themes need to be related to all the literature, and that literature must be cited.

One of the main themes that cut across the studies is that education is directly linked to behavior. Creating awareness and educating the population makes them more conscious of their behavior. People who have access to information are less likely to be involved in risky behavior such as unprotected sex and having multiple sexual partners. For those already infected, education makes them focus on the quality of life by adhering to medication, proper nutrition, exercising, and engaging in all activities that would make them live a better life.

Another evident theme is a knowledge deficit among the vulnerable population, increasing their risk of contracting the diseases or not getting proper treatment when infected. The theme is like what previous literature has posed. That is why educative programs still stand out as the best option for preventing and treating sexually transmitted diseases. Bringing information accessible to these populations makes it easier to address the practice problem.

Another evident theme is the need for sustainability of these education programs for better outcomes. It is easier to start and implement a program, but its effectiveness fades with time when these programs cannot be sustained. The issue of sustainability has been mentioned by other scholars too. Implementing a new strategy in many cases is exciting, but the programs cannot be sustained due to a lack of resources such as funds. In the long run, the population goes back to their previous risky behaviors, which exposes them to diseases.

Compare/Contrast Comment by Karen Kidder: What are the differences between the studies?

All the sources of evidence pose that health education programs play a significant role in the prevention and treatment of Sexually Transmitted Diseases. All the sources link education to positive social behavior reduces the risk of getting infected. Access to educative programs will make the populations reduce their sexual activities and minimize unprotected sex (El-Bessel et al., 2019). While (Skelly et al. 2018) states that education maintains positive behavior. The same theme is reinforced by (Gunn & Klaussner, 2019), who believes that sexual health promotions promote healthy behavior and improve quality of life.

Support for Evidence

The notable reductions in the number of new STDs infections in Florida and national level are attributed to comprehensive educative interventions. People have been capacitated to make safer sexual choices. They have also learned to improve their quality of life throw through health prevention. Therefore, the evidence is valid. Comment by Karen Kidder: Provide a source for this information.

The rationale of the Intervention

Education interventions were selected for this DNP project because they have proven effective in preventing and reducing Sexually Transmitted Diseases. These interventions will put people in a better place to make good decisions regarding their sexual life and other risky behaviors that may lead to contracting STDs. Creating awareness and educating the community will increase their likelihood of having safe sex. Education interventions can encourage patients exposed or infected with STDs to go for screening and treatment, reducing the incidence and rates of new infections and helping stop STDs transmission into the community. In conclusion, education will help people perceive health matters differently and do things within their reach to better their quality of life.

References Comment by Karen Kidder: This whole page should be only double-spaced. Please refer to the APA guidelines in our course resources.

Cyr, S. S., Barbee, L., Workowski, K. A., Bachmann, L. H., Pham, C., Schlanger, K., … & Thorpe, P. (2020). Update to CDC's treatment guidelines for gonococcal infection, 2020. Morbidity and Mortality Weekly Report, 69(50), 1911. Comment by Karen Kidder: With only 10 authors, there is no need for the ellipse. All authors should be listed up to 20. Comment by Karen Kidder: Italicize each journal name and volume.

https://dx.doi.org/10.15585%2Fmmwr.mm6950a6

El-Bassel, N., Gilbert, L., Goddard-Eckrich, D., Chang, M., Wu, E., Goodwin, S., … & Hunt, T. (2019). A randomized clinical trial is the effectiveness of a couple-based HIV and sexually transmitted infection prevention intervention for men in community supervision programs and their female sexual partners. JAMA network open, 2(3), e191139-e191139.

https://dx.doi.org/10.1001/jamanetworkopen.2019.1139

Gunn, R. A., & Klausner, J. D. (2019). Enhancing the control of syphilis among men who have sex with men by focusing on acute infectious primary syphilis and core transmission groups. Sexually transmitted diseases, 46(10), 629.

https://dx.doi.org/10.1097%2FOLQ.0000000000001039

Nguyen, S. H., Dang, A. K., Vu, G. T., Nguyen, C. T., Le, T. H. T., Truong, N. T., … & Ho, R. (2019). Lack of knowledge about sexually transmitted diseases (STDs): Implications for prevention and care among dermatology patients in an urban city in Vietnam. International journal of environmental research and public health, 16(6), 1080.

https://doi.org/10.3390/ijerph16061080

Skelly, C., Hall, C., Risher, C., & Brown, B. (2018). Peer-to-Peer Education of College Females on Sexual Health. Universal Journal of Educational Research, 6(5), 844-847.

https://eric.ed.gov/?id=EJ1177801

Shapiro, S., & Brown, C. (2018). Sex Education Standards across the States. Center for American progress.

https://eric.ed.gov/?id=ED602826

John s Hopkins Nursing Evidence-Based Practice Comment by Karen Kidder: Label this Appendix, and refer to it in the narrative.

Appendix G: Individual Evidence Summary Tool

The Johns Hopkins Hospital/ The Johns Hopkins University

Practice Question: Do young adults with high-risk sexual behavior who start sexual education programs, compared with young adults not in the program, improve sexual behavior and STDs prevention within the eight weeks of initiating education?

Date: March 12, 2022

Article Number	Author and Date	Evidence Type	Sample, Sample Size, Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
1	El-Bassel, 2019 https://jamanetwork.com/journals/jamanetworkopen/article-abstract/2729473	RCT.	An RCT was conducted from July 2013 to May 2016. The participants were 230 couples recruited from several CSP sites in New York.	-There are fewer incidences of unprotected sex among couples after attending an educative session. -They also reduce the sexual activities and partners compared to the rest of the population.	Self-reported data. Sexual behaviors.	The results may not truly represent the whole population.	Evidence level I Very Good quality.
2	Skelly, 2018 https://eric.ed.gov/?id=EJ1177801	Qualitative	Sixty-nine participants were drawn from Central Florida Private University. They completed a questionnaire on peer-to-peer sexual health education.	Female undergraduate students have sexual knowledge deficit. Peer education on sexual health can help students maintain positive sexual behavior.	Opinions Thoughts Experiences	The study focused on female students only. The sample was also drawn from one institution, a single setting, and there is no assurance that the results can be applied to another location.	Evidence Level III Good quality
3	Gunn, 2019 https://dx.doi.org/10.1097%2FOLQ.0000000000001039	Meta-analyses of RCTs.	Sixty-three studies were used for the analysis (59 795 participants). The studies were searched manually and electronically.	Sexual health promotions are effective in the prevention and treatment of STDs. Educative interventions should focus on long-term efficacy in biological and behavioral measures.	Behavioral changes.	There is a likelihood of subjectivity. Publication biases.	Evidence Level 1 Good quality

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Comment by Karen Kidder: Please have a page number in the upper right-hand corner of each page. Thank you for this paper, and for trying to keep our young people safe. You explained your subject well, although the first paragraph needs more emphasis on the problem of STDs and why it is important. There are some APA issues with capitalization in the references. Article titles only have the first word of the title and any secondary titles, and proper nouns, capitalized. Journal names have all major words capitalized and in italics. Please see the attached paper with comments. This is interesting, and I look forward to reading more about it as we progress through the course. Respectfully, Professor.

Organizational Needs Assessment

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NR711- Fiscal Analysis and Project Management

March 2022

Organizational Needs Assessment

A DNP-prepared nurse is not only a healthcare provider but also an advocate for better health in society. I am collaborating with an STDs clinic to create awareness in the community about STDs prevention and treatment. I met with the stakeholders and the decision-maker to identify and assess the facility’s needs. The main issue is that despite the efforts done by the staff in prevention, appointments coordination, patient education about the plan of care, and disease process, some patients continue having high-risk sexual behavior, with inconsistent use of a condom with sexual partners of unknown STDs status, missing appointments, compromising the patient outcomes. This paper identifies the practice problem, informs how I plan to address it, and places the stakeholders that will influence organizational change. Comment by Karen Kidder: Please use 3rd person in scholarly writing.

Identification of the Practice Problem or Need

The practice problem is Sexually Transmitted Diseases, and my focus is to enhance educative prevention programs that increase condom use and protection among vulnerable populations such as young adults with high-risk sexual behavior. Despite efforts to address the problem, the rate of new infections is still high in Miami, indicating a gap between evidence and practice (Newmann et al., 2021). I analyzed and determined the practice problem by reading multiple articles and journals about the prevalence of STDs in Miami, Florida. I also reviewed the STDs clinic’s internal data, which revealed a high prevalence of the issue. I interviewed vital stakeholders who confirmed the need to address this practice problem to maximum results.

Evidence in Literature Comment by Karen Kidder: Level 2 headings are not in italics.

Recent CDC reports show that the rate of new STDs infections continues high; 4 of the 25 cities that top the list of infection rates are in Florida; Miami spiked upward and is currently ranked among the top 25 towns mostly affected (Butame et al., 2021). Studies also reveal that the annual cases of STDs in the USA continue to rise, reaching an all-time high for the eighth year. The most common reported STDs are chlamydia, syphilis, and gonorrhea. There was a nearly 30% increase in STDs between 2015 and 2019 (Gebrezgi et al., 2021). These rates are alarming, considering that the rates were lower less than 20 years ago. For example, gonorrhea was at historic lows, and syphilis was close to elimination (Trepka et al., 2021). The drastic changes show a need to prioritize efforts and regain control of the grounds to minimize the spread of STDs.

The diversion of efforts and resources to curb covid 19 led to worse health outcomes regarding the prevention and treatment of STDs, increasing the overall burden of STDs across vulnerable populations such as young adults with high-risk sexual behavior. Most recent studies also show that staying at home increases the risk of new infections among vulnerable people (Pinto et al., 2021).

Sources of Internal Evidence

The clinical provider’s reports recorded high levels of new patients that report high-risk sexual behavior and inconsistent use of condoms, challenging the facility. Internal reports of incidence at the practicum site reveal that STDs infection rates at the facility continue to be significantly high. There are office form records of the multiple phone call done from the staff in the patient's chart to encourage patient follow-up, but there is a challenge with sustaining these efforts, leading to poor health outcomes. The rate of chlamydia infection and reinfection is the highest, but the rate of syphilis is recorded as the slowest.

Stakeholders

The main stakeholders in the project outcomes are the clinical case manager, administrator, patient coordinators, medical practitioners, and the local community. The stakeholders who are more likely to support his change are the members of the local community and the medical practitioners. The clinical manager and the administrator would be aligned to ensure the facility has a good reputation in healthcare. Still, they are concerned about profit, are unwilling to spend money on new ideas, and are afraid of getting out of their comfort zone to implement this change.

The local community and service providers will have the most impact. Members of the community are the target population, and how their willingness to embrace change will positively or negatively affect the project's outcomes. Since change is a collective responsibility, the other stakeholders' dedication and commitment will also determine the results.

Topic Prioritization

The criteria determined to be of high quality is that the primary decision-maker identified the problem and supported my decision to address the issue. The requirement specified to be of low priority is that the problem aligns with the organizational mission and vision. After assessing the determinants, I found out that the practice problem is a significant area because of its potential implications in terms of safety, reducing economic burden, and increasing the quality of life. External and internal data also show that the problem should be addressed soon.

Gap Analysis Template Comment by Karen Kidder: Charts and graphs do not need to be double spaced.

What is happening at the practicum site?	What should be happening based on evidence?	What is your practice gap?	Why is there a practice gap?	What factors are contributing to the practice gap?	What evidence do you have to demonstrate the practice gap?
There is a need to enhance educative prevention programs to promote condom use among populations with high-risk sexual behavior.	New guidelines for evidence-based education initiatives need to be implemented to engage patients in STDs prevention.	A significant community population has been diagnosed with STDs. Yet, there are no guidelines to implement prevention education and strategies that grant follow-ups, which increases the risks of new infections.	There is a likelihood of a lack of knowledge. Lack of dedication and commitment.	There is a perception that prevention education and follow-ups require much time and money. There are gaps in staff training to engage patients in preventing and treating STDs.	Stakeholders state STDs prevalence goes up despite prevention efforts. Clinical reports show limited patient sexual behavior modifications and a lack of prevention commitment.

Conclusion

Sexually Transmitted Diseases (STDs) are a significant practice problem, and their prevalence affects society. After assessing the organization, the main issue was that some patients continue having high-risk sexual behavior, inconsistent use of a condom with sexual partners of unknown STDs status, missing appointments, and the lack of follow-up leading to the ineffectiveness of intervention strategies. To stop the spread of STDs, actions to gain control of the grounds must be emphasized. As a DNP-prepared nurse, I must enhance the quality of care in the community, and this project will positively impact the community regarding safety, quality, and reducing burden. I have support for the project from critical stakeholders who I believe will play a significant role in making positive project outcomes. Comment by Karen Kidder: Not sure what this means?

References

Butame, S. A., Idalski Carcone, A., Coyle, K., & Naar, S. (2021). Implementation of eEvidence-bBased pPractices to rReduce yYouth HIV tTransmission and iImprove sSelf-mManagement: A sSurvey of kKey sStakeholder perspectivesPerspectives. AIDS Ppatient Ccare and STDs, 35(10), 385-391.

https://doi.org/10.1089/apc.2021.0071

Gebrezgi, M. T., Fennie, K. P., Sheehan, D. M., Ibrahimou, B., Jones, S. G., Brock, P., … & Trepka, M. J. (2021). Predictors of chlamydia or gonorrhea among people with HIV in Miami-Dade County Ryan White Program in 2017. AIDS Ccare, 1-6. Comment by Karen Kidder: There are only 8 authors so all should be listed. APA has us list up to 20 authors.

https://doi.org/10.1080/09540121.2021.1883510

Lim, A. C., Venkatesh, M., Lewald, D. L., Emmanuel, P. J., & Sanders, L. (2021). Changes in the time of COVID-19: Aa quality improvement initiative to maintain services at a youth sexual health clinic. Sexually Ttransmitted infectionsInfections.

http://dx.doi.org/10.1136/sextrans-2021-055265

Newman, D. R., Matthias, J., Rahman, M. M., Brantley, A., & Peterman, T. A. (2021). Repeat Syphilis aAmong HIV-iInfected mMen in Florida and Louisiana 2000–2018: Implications for sScreening rRecommendations. AIDS Ppatient Ccare and STDs, 35(11), 435-440.

https://doi.org/10.1089/apc.2021.0081

Pinto, C. N., Niles, J. K., Kaufman, H. W., Marlowe, E. M., Alagia, D. P., Chi, G., & Van Der Pol, B. (2021). Impact of the COVID-19 pPandemic on Chlamydia and Gonorrhea sScreening in the US. American Jjournal of Ppreventive Mmedicine, 61(3), 386-393.

https://doi.org/10.1016/j.amepre.2021.03.009

Trepka, M. J., Dawit, R., Fernandez, S. B., Sheehan, D. M., Degree, A., Li, T., … & Spencer, E. C. (2021). Social disorganization and new HIV diagnoses, 2013‐2017, Florida: Rural‐urban differences. The Journal of Rural Health, 2021. 1-10.. Comment by Karen Kidder: again, list all authors as there are only eight.

https://doi.org/10.1111/jrh.12636

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Title in Upper and Lower Case (Bold)

Your Name

College of Nursing

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Title in Upper and Lower Case (Centered, Bold, Matches Title Page)

Type your introduction here (and remove these instructions). Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. The title takes the place of the first level 1 heading (that means that it is possible to have level 2 headings within it if required by the paper’s content). The best practice for a concise introduction is to (a) introduce the paper’s topic and establish its importance, (b) express a clear purpose statement for the paper (usually one that mirrors the assignment purpose), and (c) provide a mini-outline of the paper’s content in sentence format (often reflecting th

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