To Prepare
• Review the Learning Resources concerning action plans.
• Examine your implementation plan.
The Assignment: (Form)
Submit the completed Translation Action Plan form
Student’s Name:
Clinical Question: For adult obesity patients (P), does the implementation of a staff education on obesity management (I) as compared to lack of staff education (C) improve patient’s enrollment to weight loss program (O) over a period of 6 weeks(T)?
| 1. Complete the following activities to ensure successful translation: | ||
| ❑ Secure a project leader: Done ✓
❑ Identify change champions: Done ✓ · Principal investigator · Nurse educator · Physician specializing in obesity management · Project manager · Nursing staff ❑ Consider whether translation activities require different or additional members: Done ✓ · The translation activities do not require additional members ❑ Schedule time to complete milestones. Done ✓ · 6 weeks ❑ Identify critical milestones and related tasks. Done ✓ · See the last section of this form ❑ Identify observable pre- or post- measures. Done ✓
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| 2. Identify barriers to the success of the change, and then identify strengths that can be leveraged to overcome barriers. | ||
| Barriers | Resources or Strengths | Plan to Overcome Barriers by Leveraging Strengths as Appropriate |
| Time constraints | Support from colleagues and organization’s leadership. | The DNP student will develop a timetable during implementation which will allow the completion of work duties and project activities concurrently (Esden & Nichols, n.d.; Morris et al., 2021; VanderKooi et al., 2018).
The DNP student will also request colleagues to offer assistance with work duties in case there is an aspect of the project that the student must complete in person (Mathieson et al., 2019). |
| Financial constraints | Availability of educational approaches such as the use of emails eliminated the need to purchase educational resources. | The DNP student will use an alternative way to provide education through email: This will help to save on paper and ink. Communication through emails will also cut down on interrupting work flow, causing staff to fall behind due to participating in the meeting (Bekemeier et al., 2021).
The DNP student will work with the supervisor to offer guidance on how to prioritize activities that should be executed first just to ensure that project is completed successfully even with the limited financial resources (Dobrowolska et al., 2021). |
| 3. Consider whether or how this change will affect the following: | ||
| ❑ Electronic health record ❑ Workflow ❑ Policies and/or procedures | ||
| 4. Confirm support and/or availability of funds to cover expenses. (Check all that apply) | ||
| ❑ Personnel costs ❑ Education or further training
❑ Supplies/equipment ❑ Content or external experts ❑ Technology ❑ Dissemination costs (conference costs, ❑ Photocopying travel) ❑ Other: N/A |
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© 2017 The Johns Hopkins Hospital/ Johns Hopkins University School of Nursing
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| 5. Identify critical milestones and related tasks: | ||||
| Milestone 1
-Week 1: Complete staff education on weight loss education
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Milestone 2
-Week 2: Gathering data for analysis: |
Milestone 3
-Week 3: Data collection continues for analysis |
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| Tasks:
Screening criteria, highlight every BMI 30 and above. Providers to address patient’s weight during visits. Goal to draw awareness and offer possible solutions (enrollment in weight loss program) |
Tasks:
Number of patients seen who are obese and agree to register for weight loss program. |
Task:
Data collection
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| Gather information
Before staff education, the DNP student will spend time gathering information about pre-weight loss education: statistics of how many obese patients receive some sort of education about weight loss/ lifestyle modifications. Data provided by office manager doing chart audit 3 weeks back. |
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References
Bekemeier, B., Kuehnert, P., Zahner, S. J., Johnson, K. H., Kaneshiro, J., & Swider, S. M. (2021). A critical gap: Advanced practice nurses focused on the public’s health. Nursing Outlook, 69(5), 865–874. https://doi.org/10.1016/j.outlook.2021.03.023
Dobrowolska, B., Chruściel, P., Pilewska-Kozak, A., Mianowana, V., Monist, M., & Palese, A. (2021). Doctoral programmes in the nursing discipline: a scoping review. BMC Nursing, 20(1), 228. https://doi.org/10.1186/s12912-021-00753-6
Esden, J. & Nichols, M. (n.d.). Transforming post-masters DNP education: Student perspectives about their educational experiences. https://sigma.nursingrepository.org/bitstream/handle/10755/603896/1_Esden_J_p78296_1.pdf?sequence=1&isAllowed=y
Mathieson, A., Grande, G., & Luker, K. (2019). Strategies, facilitators and barriers to implementation of evidence-based practice in community nursing: a systematic mixed-studies review and qualitative synthesis. Primary Health Care Research & Development, 20, e6. https://doi.org/10.1017/S1463423618000488
Morris, K., Reese, C. E., Hale, R. D., & Wendler, M. C. (2021). Journeying through the DNP project: A qualitative, descriptive study. Journal of Professional Nursing, 37(5), 1004-1010. https://doi.org/10.1016/j.profnurs.2021.07.017.
VanderKooi, M. E., Conrad, D. M., & Spoelstra, S. L. (2018). An Enhanced Actualized DNP Model to Improve DNP Project Placements, Rigor, and Completion. Nursing Education Perspectives, 39(5), 299–301. https://doi.org/10.1097/01.NEP.0000000000000384