Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines

Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines

NR451

NR 451 DeVry Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines

Purpose

The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

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)
CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3)
CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7)

Due Date

Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6.
Points

Milestone #3 is worth 225 points.

NR 451 Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines Directions

1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project.
2. The format for this proposal will be a PowerPoint presentation.
3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides.
4. Below are the topics for the slides:
a. Title slide
b. Description of the change model used
c. PICO question—include the elements
d. Scope of the problem—use statistics
e. Your team/stakeholders
f. Evidence to support your need for change—from research
g. Action Plan
h. Timeline for the plan
i. The nurses role and responsibility in the pilot program
j. Procedure
k. Forms that will be used (if applicable)
l. Resources available to the staff—including yourself
m. Summary
n. References

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. 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 choose peer-reviewed journals and credible websites.

Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines:

• Application: Use Microsoft PowerPoint 2010.
• Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide).
• Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6.
• Late Submission: See the course policy on late submissions.
• Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.
Best Practices in Preparing a PowerPoint Presentation
The following are best practices in preparing this project.
1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs.
2. Be creative, but realistic with your intervention and evaluation tool.
3. Incorporate graphics, clip art, or photographs to increase interest.
4. Review directions thoroughly.
5. Cite all sources within the slide show with in-text citations, as well as a reference page.
6. Proofread prior to final submission.
7. Spell check for spelling and grammar errors prior to final submission.
8. Abide by the Chamberlain College of Nursing academic integrity policy.

Grading Criteria: Educating Staff: Implementing Change

Category Points % Description

The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen.
The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource).
The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate.
The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise.
Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals.
Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check.
Total 225 points 100%

Grading Rubric: Educating the staff Milestone #3
Criteria A
(92–100%)
Outstanding or highest level of performance B
(84–91%)
Very good or high level of performance C
(76–83%)
Competent or satisfactory level of performance F
(0–75%)
Poor or failing or unsatisfactory level of performance Pts
The Problem
30 points * Summary of change model discussed
(1 slide)
* PICO question including elements (1 slide)
* Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides)
* Team and stakeholders and their role/reason chosen
(1 slide)
(28–30 points) * One of the four elements was not thorough or did not include all appropriate elements.
(25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements.
(23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements.
(0–22 points) /30
The Evidence
40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource). NR 451 CAPSTONE PROJECT MILESTONE 3 PAPER
(3–4 slides)
(37–40 points) Four sources are discussed but evidence is not synthesized into themes learned.
(34–36 points) Four sources are discussed but evidence is not synthesized or summarized.
(30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent.
(0–29 points) /40 Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines
The Plan
40 points * Plan of action described. Important elements are discussed and logical.
(1-2 slide)
* Timeline is thorough and contains all elements. Timeline is logical and appropriate.
(1 slide)
(37–40 points) *Plan of action described but not all important elements included.OR
* Timeline is present but doesn’t contain all elements.
(34–36 points) *Plan of action described but not all important elements included.AND
* Timeline is present but doesn’t contain all elements.
(30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical.
(0–29 points) /40
The Nurse’s Role
30 points * The nurse’s role in the pilot plan is described and clear.
(1 slide)
* Procedures for the pilot plan are clear and concise.
(2-3 slides)
(28–30 points) * The nurses’ role is describes but not clear.
OR
* Procedures are discussed but not clear.
(25–27 points) * The nurses’ role is describes but not clear.
AND
* Procedures are discussed but not clear.
(23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete.
(0–22 points) /30

NR 451 Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines Resources

20 points * Form for tracking the outcomes is included.
(1 slide)
* Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included.
(1 slide)
(18–20 points) * Form for tracking outcomes included.
*At least three resources are included but the resources were not the best available resources.
(16–17 points) * Form for tracking outcomes included but was not well-developed.
*At least three resources are included but the resources were not the best available resources.
(15 points) * Form for tracking outcomes either absent or not well-developed.
* Less than three appropriate and helpful resources were given.
(0–14 points) /20
Summary
10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides)
(9–10 points) Summary does not clearly reiterate the problem OR purpose.
(8 points) Lacks reiteration of problem AND purpose.
(7 points) Summary slide not present or incomplete.
(0–6 points) /10
Overall presentation
25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read.
(23–25 points) Presentation is accurate and covers most elements but lacks creativity.
(21–22 points) Presentation lacks flow and creativity or is difficult to follow.
(19–20 points) Presentation lacks any attempt at organization and comes across as chaotic.
(0–18 points) /25 Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines
Mechanics
30 points Includes title slide (3 points)
Grammar, punctuation, and sentence structure are correct.
(9 points)
References properly cited within the paper.
(6 points)
Reference page includes all citations.
(6 points)
Evidence of spell and grammar check.
(6 points)
(28–30 total points) Title slide incomplete
Minimal errors in grammar, punctuation, and/or sentence structure noted.
Citations are present but not correct format.
References are present, with minimal errors in format.
(25–27 points) Missing title slide
Multiple grammar and punctuation errors noted.
(23–24 points) Title slide and citations are missing.
References are missing or incomplete.
No evidence of proof-reading prior to submitting paper.
(0–2 points) /30
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.

Capstone Project Milestone 3 Educating Staff: Implementing Change Guidelines

ADDITIONAL INFORMATION;

Educating staff and implementing change

Introduction

Change management is a process that involves everyone in an organisation. It involves understanding the needs of staff and service users, as well as implementing changes to meet those needs. Change management can be difficult if it’s not done properly but it can also be successful if you get the right people involved and plan carefully

Introduction

The purpose of this article is to provide a guide for educators on how they can effectively implement change in their classrooms.

The key points we will cover include:

• the importance of providing feedback and guidance to students, which will allow them to understand why they were given a specific assignment or task;

• how teachers can use homework assignments as an opportunity for students to practice problem solving skills;

• how teachers can use classroom activities that support learning goals through hands-on experiences with real life problems (e.g., by making crafts out of recycled materials).

Planning

• What are the objectives of the change?

• How will you measure success?

• How will you make sure that you have the right people in place to implement the change?

• What are the risks and how will you manage them?

Preparation

Planning is the key to an effective education program. You must plan your goals, identify your needs and resources, and assess potential problems before you begin implementing change.

• Set Your Goals: The first step in preparing for a new program or course is setting goals. These should be clear-cut, specific statements about what you want students to learn or do at the end of each unit (or session). For example: “Through this unit students will have learned how to use Excel.” This statement tells us exactly what we’re trying achieve by teaching this course; it also helps us determine whether there are any gaps in our knowledge that need filling before we start teaching it!

• Identify Your Needs: Once you’ve got yourself some clear-cut goals for each unit/session/lesson then it’s time for some tough decisions those about which materials will be needed! What kind of books does everyone need access too? How many computers do I need available during class time so people can work on their own projects instead? Does my room have enough desks/chairs available so everyone has room at their desk when they want one without having someone else crowding around theirs while they’re trying not spill anything over into theirs…?

Involving staff and service users

Involving staff and service users

The first step in implementing change is to involve everyone involved with the project, including staff, service users, management and others. This includes:

• Providing training for all staff involved in the process; this should start as soon as possible after you begin your initial planning.

• Ensuring that those who wish to be involved are given an opportunity during implementation of your plans. You can do this by holding sessions with them regularly during the implementation phase (see below). It’s important that these individuals feel comfortable enough about offering their thoughts on how things could be improved or changed so that they feel able to contribute positively towards making those changes happen!

Information, advice and support

The first step in implementing change is to communicate it. This can be done through a variety of methods, including face-to-face meetings with all staff members, newsletters or e-mails sent out to employees who are affected by the change, and social media posts about the new policy.

Change management will be key during this process; it’s vital that everyone knows what’s going on so they feel included and understood. If there are concerns about how the new policy will affect them personally or professionally, then those issues should be addressed immediately so as not to create unnecessary tension among co-workers who may otherwise experience confusion about their role within your organization moving forward into 2018!

If you’re unsure how best handle this situation yourself (or if perhaps someone else needs some guidance), don’t hesitate reach out! You’ll find many resources available online that can help guide employees through these changes smoothly.

Do you have the right staff?

If you’re not sure whether your staff is the right fit for the job, ask them. They’ll be able to tell you if they have the skills and attitudes that are needed.

If they don’t have these qualities and can’t communicate with service users or other staff members, this could be an issue for your organisation. Staff who aren’t good communicators may also struggle with communicating with service users’ families and friends; this would make it difficult for them to provide assistance as well as support their loved ones when they need it most.

Education and training

• Training needs to be relevant and appropriate.

• Training needs to be ongoing and flexible.

• Training needs to be delivered by a trained professional, who can offer advice on the effectiveness of their training program and how best to improve it based on feedback from participants.

Training should also be evaluated regularly, so that any improvements that have been made can be tracked over time (e.g., through surveys).

The implementation and evaluation process

• The implementation and evaluation process is not an easy one. It takes time, effort, and patience.

• You should evaluate your change in a number of ways over time to determine its effectiveness. One method you can use is to look at the results of employee surveys or focus groups before and after implementing changes in your workplace. A second option would be to compare statistics from before versus after implementing changes so that you have a better idea of how successful they were overall.

• One thing worth considering as part of this process is whether or not there was any resistance among employees when it came time for them learn about new practices being implemented by management (e.g., new policies). If so, did this affect their willingness/ability-to-learn? Or did they simply understand why these changes were necessary? This will help us know whether our efforts were successful or not.”

Learning needs to be evaluated

Learning needs to be evaluated after the learning has taken place. This is important because it allows you to understand what has been learned and how that knowledge can be used in your daily activities. This can help you make informed decisions about what type of training will benefit your employees best, as well as how exactly they should work toward achieving their goals.

• Evaluate impact: Is there any evidence that this training helped change behavior? Was there a positive difference between those who took part in the program versus those who did not? If so, does this mean that everyone should take advantage of such opportunities going forward?

• Evaluate effectiveness: Did each participant learn something new from their experience or did some people seem more knowledgeable than others after attending classes together over time (i.e., did they perform better on tests)? In addition, was there any evidence suggesting which type(s) of person(s) benefited most during each session – male versus female included; older versus younger employees within different departments; etc.?

Conclusion

We have established that learning is a continuous process and must be evaluated in order to ensure that it meets the needs of service users.