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DNP PRACTICUM READINESS FORM

SECTION I: Please type your responses to all questions. Note: scanned or handwritten submissions will not be accepted.

Student Name: ________________________________________________________ Student ID (D#): ___________________

Email: _____________________________________________________________ Phone: _____________________________

Address:

❑ I fully understand I cannot collect any data and/or implement my project at the practicum site until my proposal is approved and I have received all required permission(s) from Chamberlain's Institutional Review Board (IRB) as well as the practicum site's IRB (if applicable)

letterhead, as wel___________

COLLEGE of NURSING

National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information .

12-190115.2 ©2019 Chamberlain University LLC. All rights reserved. 0322CMG

Working Project Title: _______________________________________________________________________________

Practicum Site/Organization Name:

Practicum Site Contact Person: Name, email address, phone

Preceptor Contact Information: Name, credentials, email address, phone

Mentor Contact Information: Name, credentials, email address, phone

Practicum Site Key Decision Maker(s) Contact Information: Name, credentials, email address, phone

Date(s) you spoke to Practicum Site Key Decision Maker(s):

After you communicated with the practicum site decision maker(s), what issue/problem did they state they want you to work on as part of your DNP practicum?

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Do you have a letter of support for your proposed project? Note: this must be obtained before starting NR-702 and be communicated via the practicum site's letterhead, as well as signed by the decision-maker. Please refer to the Resources section within your course for a sample letter

Yes No Comments

Select if your project is using a translational science model or a theoretical framework and change model. Identify the model used.

Translation Science Model:

Framework/Change model:

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DNP PRACTICUM READINESS FORM

COLLEGE of NURSING

National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information .

SECTION II Work with your assigned DNP Project Course Faculty to answer all questions under this section in preparation for your upcoming practicum experience.

Provide a problem statement (no less than 5-6 fully structured sentences) to explain the issue/problem you are addressing. Please describe current practice/process leading to the issue. Provide any reports or currently available data to document the need identified by primary decision maker(s) at practicum site. NOTE: in this section, you must include in-text citations with your evidence-based intervention. ____________________________________________________________________________________________________________

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Provide a brief description, using in-text citations/references, to support the need for change from both a global and practicum site perspective.

What is the purpose of your proposed project? Begin your formal purpose statement by stating: The purpose of the proposed DNP project is to…"

Based on the needs of the practicum site, please provide your one-sentence PICOT question below. Be clear and concise. Note: your population cannot be students or faculty; your intervention cannot be educational and your time frame must be 8-12 weeks .

Fully describe the population (keep in mind students and /or faculty are not allowed) of your proposed project. What is your anticipated participant size? What inclusion and exclusion criteria will be used to identify your population?

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DNP PRACTICUM READINESS FORM

You are required to have a minimum of 5 contemporary research articles (<5 years old) to support your practice problem and evidence-based practice intervention. A minimum of 2 articles should be related to your practice problem and a minimum of 3 articles related to your evidence-based intervention. Please provide a full listing (APA formatted) of the evidence you have to support the EBP intervention you will implement.

COLLEGE of NURSING

National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information .

Explain the intervention you will implement to address the issue identified based on the needs of the practicum site. Remember, educational only interventions are not allowed. The intervention should be based on the translational science model you have chosen. You must provide an overview of the intervention so the reader(s) will be able to duplicate the intervention on their own. (Include or attach any relevant documents, if available such as protocols, procedures, guidelines, etc. that you will implement).

Given you only have 8-10 weeks to implement your project, discuss the project's feasibility. Will you be able to accomplish everything you want to do as far as implementation in 8-10 weeks? What barriers might you have and how will you overcome them?

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DNP PRACTICUM READINESS FORM

Fully explain your plans for data collection to measure the impact of your intervention. Include a concise description of the measurable outcome you identified in your PICOT question. Provide the name of the tool/instrument you will use (if applicable) and discuss its validity and reliability with in-text citations from supporting literature. Additionally, fill out the chart below to concisely convey your measurable outcomes and the name(s) of the valid/reliable survey instrument/tool(s) you will use.

Measurable Outcome(s) as identified in the PICOT question Data collection process pre- and post-intervention

Explain your plan for data analysis. Identify the statistical test(s) you will use to bring meaning to the final data you collect at the completion of your project.

COLLEGE of NURSING

National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information .

Do you have written permission to use your survey/tool/instrument(s).

Yes No Comments

Other than Chamberlain IRB, are there any additional approval processes you are required to undergo within the practicum site? Yes No

If answer yes, please describe the practicum IRB requirements below

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DNP PRACTICUM READINESS FORM

NR 730 DNP PROJECT Committee Comments

NR 730 Project course faculty and committee reviewers:: This is an area of communication between you and the NR702 faculty. Please share any thoughts about the project and open items here. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

COLLEGE of NURSING

National Management Office 500 W. Monroe, Suite 28, Chicago, IL 60661 | 888.556.8226 | chamberlain.edu Please visit chamberlain.edu/locations for location specific address, phone and fax information .

Project Course Faculty Signature

NR 702 Course Faculty Signature

NR 702 Course Lead Signature

Please describe any significant changes to the project design that occurred with rationale for the changes

Peer Review Signature

____________________________________________________________________________________________________________

NR 702 Addendum Addendum communication for practice question or project changes

The student has completed NR 730 Project Readiness Form

NR-730 Project documents are uploaded into Student Repository within Share Point

1. Text Field 1:
2. Text Field 13:
3. Text Field 15:
4. Text Field 17: Using Simulation to improve perception of learning and confidence in performance of BLS in the Labor and Delivery Arena
5. Text Field 18: Case Study
6. Text Field 19: Case Study
7. Text Field 20: Case Study
8. Text Field 21: Case Study
9. Text Field 22: Case Study
10. Text Field 23: Case Study
11. Text Field 24: Case Study
12. Text Field 110: Knowledge to action model
13. Text Field 112:
14. Text Field 16: Increase Labor and Delivery nurse confidence about performing Basic life support.
15. Text Field 12:
16. Text Field 14:
17. Text Field 26: Cardiac arrest on the labor unit is an uncommon occurrence, but it can have serious consequences for a mother and her fetus, as well as the nurses who provide care. Using simulation helps to improve performance of basic life support, including early defibrillation, in accordance with American Heart Association (AHA) guidelines. Simulations provide purposeful practice of all or a portion of a skill in cardiology (Al-Khatib et al., 2018). Timely defibrillation is part of the basic life support training widely used in healthcare settings (American Heart Association, 2022). Hundreds of thousands of patients require defibrillation to treat life-threatening arrhythmias and there is a need to increase the perception of confidence in nurses to improve basic life support techniques. Simulation training is an acceptable method of training and shows promise to improve staff-perceived confidence for managing emergencies in health care settings (Mitchell et al., 2020). The frequency of cardiac arrest episodes varies depending on the institution, which poses specific issues in terms of care due to differences in the responding team's make-up, comfort level, and expertise with procuring and using arrest equipment.
18. Text Field 27: Simulation offers scheduled, appreciated learning experiences that are tough to attain in real life. Learners address hands-on and thinking skills, including knowledge-in-action, procedures, decision-making, and effective communication (SSIH, 2022). Although cardiac arrest on the labor unit is a rare, rapid defibrillation is essential for survival and one of the most important measures in saving a life from sudden cardiac arrest because a person's chances of survival decrease by 7–10% for each minute that they do not receive it (American Heart Association, 2022). There is a need for simulation, particularly in the labor and delivery arena, as delayed defibrillation is prevalent and is related with worse odds of survival following in-hospital cardiac arrest (American Heart Association, 2022). In simulation-based training, the student is immersed in a situation that has been crafted realistically inside a physical setting (Mitchell et al., 2020). Simulation can accommodate a range of learners from novices to experts. Beginners can gain confidence and “muscle memory” for tasks that then allow them to focus on the more demanding parts of care. Experts can better master the constantly growing array of new technologies without putting the first groups of patients at undue risk. At this practice site some complex diseases and emergencies simply do not present enough opportunities for practice, even to established clinicians (SSIH, 2022). https://www.ssih.org/SSH-Resources/Research-Information/Medical-Literature-Management
19. Text Field 34: Outcome of interest for the DNP case study project would be nurse perception of learning and confidence in basic life support techniques. During weeks 1 and 10 each Labor and Delivery nurse would attend a simulated scenario. The SET-M tool would be administered to each participant nurse by DNP student after each scenario in weeks 1 and 10. Same scenario would be presented in weeks 1 and 10. The SET M results in week 1 will be used for pre implementation data. The SET M results in week 10 will be used for post implementation data. SET-M was tested and confirmed to be reliable and valid in measuring student perception of learning. The analysis was completed using the following four subscales, prebriefing, learning, confidence, and debriefing. All subscales were identified with reliable consistency. The SET was created in 2005, and updated to be in line with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials (Leighton, et al., 2015). Reference: Leighton, K., Ravert, P., Mudra, V. & Macintosh, C. 2015. Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties. Nursing Education Perspectives: September/October 2015 – Volume 36 – Issue 5 – p 317-323, doi: 10.5480/15-1671
20. Text Field 37: DNP student would consult a statistician to analyze and compare pre and post implementation SET- M tool results using a t-test.
21. Text Field 35: 1. Perception of learning and confidence in use of BLS techniques. 2. Implementation of simulated sceniors on BLS techniques: Process indicators
22. Text Field 36: 1. DNP would administer SET-M tool after BLS simulation in weeks 1 and 10 2. Simulation session will be attended by each nurse in week 1 and 10. DNP student will collaborate with nurse manager to ensure nursing attendance in weeks 1 and 10. DNP student will attend nurse huddles and review of BLS techniques. DNP student would also review a different BLS case study with staff each week. DNP would send weekly themed email to staff with reminders about performance of basic life support in L&D.
23. Text Field 113: Case Study
24. Text Field 45:
25. 1. 2022-10-12T14:02:29-0500
    2. Alice Siehoff DNP, MS, RN, NPD-BC, NEA-BC
26. 1. 2022-10-12T14:45:33-0400
    2. Celeste Grossi
27. Addendum communicaton:
28. significant changes rationale:
29. 702 addendum 1:
30. 702 addendum 2 rationale:
31. Check Box5: Yes
32. Check Box6: Yes
33. Yes check 1: Off
34. No check 1: Yes
35. purpose box: The purpose of the proposed DNP case study project is to improve perception of learning and confidence in AHA basic life support in the Labor and Delivery Arena by using simulation.
36. picot: For labor and delivery nurses what is the impact of implementation of simulation, when compared to current practice, on perception of learning and confidence with AHA Basic Life Support in 8-10 weeks?
37. population: Anticipated sample size: 20 nurses Inclusion criteria: All nurses working within Labor and delivery Exclusion criteria: Nurses working in all other areas of the hospital
38. Text7: Al-Khatib, S. M., Stevenson, W. G., Ackerman, M. J., Bryant, W. J., Callans, D. J., Curtis, A. B., … & Page, R. L. (2018). 2017 AHA/ACC/HRS guideline for management of patients with ventricular arrhythmias and the prevention of sudden cardiac death: a report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines and the Heart Rhythm Society. Journal of the American College of Cardiology, 72(14), e91-e220. Chamberlain, J. (2017). The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students. Nursing Education Perspectives, 38(3), 119-125. Cheskes, S., McLeod, S. L., Nolan, M., Snobelen, P., Vaillancourt, C., Brooks, S. C., … & Drennan, I. R. (2020). Improving access to automated external defibrillators in rural and remote settings: a drone delivery feasibility study. Journal of the American Heart Association, 9(14), e016687. Forneris, S. G. (2015). Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study. Nursing Education Perspectives (National League for Nursing), 36(5), 304–310. https://doi.org/10.5480/15-1672. Gurbeta, L., Dzemic, Z., Bego, T., Sejdic, E., & Badnjevic, A. (2017). Testing of anesthesia machines and defibrillators in healthcare institutions. Journal of medical systems, 41(9), 1-10. Mitchell M, Newall F, Sokol J, Heywood M, Williams K. Simulation-based education to promote confidence in managing clinical aggression at a paediatric hospital. Adv Simul (Lond). 2020 Aug 12;5:21. doi: 10.1186/s41077-020-00139-9. PMID: 32817808; PMCID: PMC7425032. Morton, S. B. (2019). The Effect of High-Fidelity Simulation on Medical-Surgical Nurses’ Mock Code Performance and Self-Confidence. MEDSURG Nursing, 28(2), 177–182. Turban, J. W., Peters, D. P., & Berg, B. W. (2010). Live defibrillation in simulation-based medical education—a survey of simulation center practices and attitudes. Simulation in Healthcare, 5(1), 24-27.
39. intervention week to week: Elements within the intervention: The nurses will undergo two basic life support simulations including use of an AED in the Labor and Delivery environment. Planning assumptions, procedures, operational plans and guidelines and standard operating procedures will be reviewed and assessed. The participants will be involved in two scenarios, one in week 1 and the same scenario repeated in week 10 in order to improve their preparedness. This DNP Case study project would include: Week 1: The DNP student will meet with Labor and Delivery nurses, explain the project, obtain written consent for participation, schedule simulation sessions with each nurse, and administer the Set-M tool. Week 2-9: The DNP student will attend nursing huddles three times per week and round on the labor and delivery unit for verbal review of basic life support techniques in the Labor and Delivery arena. DNP student will create a case study weekly to review in person with nurses on the labor and delivery unit. Week10: The DNP student will have each nurse attend a simulation that is the same scenario from week. The SET-M tool will be given after completion and used as post assessment. Data analysis will begin.
40. feasibility: Yes this case study project is feasibility in 8-10 weeks Barriers in this case study project are as follows: 1. Nurse attendance at one simulation in weeks 1 and 10. DNP student would overcome this by working with unit managers to coordinate schedules, offer simulation scenarios on various days and shifts and provide multiple simulation sessions. Attendance would be tracked and DNP student would follow-up with nurses who did not attend as planned. Make up sessions will be offered during week 1 and week 10.
41. Yes box IRB: Off
42. No box IRB: Yes
43. comments box irb: Case Study
44. yes other irb: Off
45. Check Box14: Yes
46. TSM check: Yes
47. Change check: Off
48. attestation: Yes