As a foundation for engaging in scholarly writing, the nurse leader-manager or nurse informaticist must be able to engage in critical thinking and anticipate the needs, questions, and concerns of the intended audience. A scholarly writer must be able to craft a paper that demonstrates clarity, specificity, fairness, relevance, and consistency (Dexter, 2000).
As you reflect on the development of your Practicum Project Plan, take some time to consider how you will communicate your proposal objectively yet persuasively.
To prepare:
- Review the information in the Practicum Project Plan (PPP) Overview document introduced in Week 3. The overview describes the components that must be included in your plan.
- Reflect on the development of your Practicum Project Plan thus far. Address any questions you have and/or identify areas in need of further consideration or improvement.
- Develop any outstanding components of your Practicum Project Plan. For instance, you may need to continue your review of literature that justifies your project and create your project timeline.
- Review the information on scholarly writing in this week’s Learning Resources; be sure to integrate these principles as you develop your Practicum Project Plan.
- If you posted a draft of Practicum Project Plan in this week’s optional Discussion, incorporate, as appropriate, feedback you received from your colleagues.
To complete the Practicum Project Plan:
Write a 5- to 6-page scholarly paper, referred to as your Practicum Project Plan (PPP), in which you will formulate findings, conclusions, and recommendations in relation to the problem or issue you are examining. Your paper will include the following:
1) Title: The title should include the name of your project and should follow the Uniform Guidelines format.
2) Introduction: The introduction includes the purpose of the paper, the goal of the project, and the name of the project. It also outlines the structure of the paper.
3) Goal statement: A goal statement identifies what you expect to accomplish, the focus area, and the population. It introduces the project and conveys, in broad terms, how you plan to solve a particular problem or issue.
4) Project objectives: Project objectives delineate your strategy for reaching the goal and the steps you will follow to complete the project. You must include three measurable objectives that use Application-level or higher verbs from Bloom’s Taxonomy.
5) Evidence-based review of the literature for project justification: (Literature Review). This review provides evidence-based support for your identified problem, project methods, and evaluation (presented in Week 4). The literature should be directed toward justifying the project, not focus on potential solutions. You must include a review of your specialization’s professional-practice standards and guidelines related to your project and a minimum of five (5) scholarly references for this section of the paper. (SEE ATTACHED PDF)
6) Methodology: This section addresses in detail how you will accomplish the project objectives. Include, as relevant, the who, when, where, and how of each objective.
7) Resources: Identify and justify the human, physical, and/or technical resources you will need to complete this project. Note that for this assignment, you do not have to address the financial aspects of your plan.
8) Formative evaluation: Describe how and when you will conduct formative evaluation of your project. Explain how you will use the evaluation results and how you will determine if the project is proceeding as planned.
9) Summative evaluation: Describe how and when you will conduct summative evaluation of your project. Explain how you will use the evaluation results.
10) Timeline: Create a graphic timeline representing significant stages of your project. Provide a narrative to help your Instructor understand the timeline. Include the timeline in an Appendix to your Practicum Project Plan.
Note: You must use APA-style headings, but you are not required to title the headings as listed above.
The Practicum Project Plan is due by Friday 03/31/2017
REQUIRED READINGS
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases.
“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.
McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases.
This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.
Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases.
The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.
Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases.
“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.
Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.
Note: Retrieved from the Walden Library databases.
The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.
Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.
Note: Retrieved from the Walden Library databases.
In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.
Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/
Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.
Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
This article addresses three domains of learning: cognitive, affective, and psychomotor.
University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195
This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.
The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy
This resource outlines elements of Bloom’s Taxonomy.
LITERATURE REVIEW CITATIONS
Meade, C., Bursell, A., & Ketelsen, L. (2006). Effects of nursing rounds on patients’ call light use, satisfaction, and safety: scheduling regular nursing rounds to deal with patients’ more mundane and common problems can return the call light to its rightful status as a lifeline. American Journal Of Nursing, 106(9), 58-71
Culley, T. (2008). Reduce call light frequency with hourly rounds. Nursing Management, 39(3), 50-52. doi:10.1097/01.NUMA.0000313098.19766.d0
Fahey, L., Dunn Lopez, K., Storfjell, J., & Keenan, G. (2013). Expanding Potential of Radiofrequency Nurse Call Systems to Measure Nursing Time in Patient Rooms. Journal Of Nursing Administration, 43(5), 302-307. doi:10.1097/NNA.0b013e31828eebe1
Digby, R., Bloomer, M., & Howard, T. (2011). Improving call bell response times. Nursing Older People, 23(6), 22-27.
Tzeng, H., Ronis, D. L., & Yin, C. (2012). Relationship of actual response time to call lights and patient satisfaction at 4 US hospitals. Journal Of Nursing Care Quality, 27(2), E1-E8. doi:10.1097/NCQ.0b013e31823e827a
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