NRS-465: Capstone Change Project Evaluation Plan Instructions: Complete the table

NRS-465: Capstone Change Project Evaluation Plan Instructions: Complete the table and questions that follow to develop an evaluation plan for your proposed project. Use the Topic 5 Implementation Plan assignment and associated faculty feedback as a starting point. Students will have 3-5 objective (goal) and outcome pairs for which an evaluation plan will be developed. Part I: Evaluation Plan Project Objective (Goal) Measurable Project Outcome What data will be collected to measure this outcome? What tool will be used to collect the data? Who will be responsible for collecting data? 1. 2. 3. 4. Part II: Communication Plan How will the data collected be communicated to the team? The fall prevention education campaign will be implemented as follows: Assessment of Present Knowledge: A pre-intervention assessment will be conducted to identify the nurses’ current level of fall prevention knowledge and competency. This step will assist in tailoring instructional material to suit knowledge gaps and individual requirements. Training resources Development: The program will include culturally and linguistically diverse tools for all nurses, providing effective fall prevention procedures by translating training resources such as checklists and films into the facility’s most often spoken languages. Interactive Workshops and Simulation-Based Learning: The training program will include interactive workshops, case-based discussions, and simulations to help nurses learn fall prevention measures, identify high-risk patients, and apply them in real-world circumstances. This practical technique is intended to improve memory and application of acquired information. Integration with Daily Practice: Nurses will include fall prevention approaches into their daily routines, using standardized procedures to evaluate and reduce risks in each patient contact. Post-Education Evaluation and Monitoring: Following the training, the nurses’ enhanced knowledge and confidence in practicing fall prevention practices will be assessed. The program’s effectiveness will be monitored over time through fall rate monitoring and follow-up audits. Effect on Nursing Practice: The fall prevention education program has a substantial influence on nursing practice by improving patient care safety, increasing nurse confidence in recognizing and managing fall risks, and establishing a patient safety culture. Objectives Within a month of implementing the education program, nurses’ knowledge and awareness of fall prevention strategies should have improved. Within three months of implementation, lower the incidence of falls in the long-term care institution by 25%. To increase nursing staff members’ ability to identify patients’ risk of falls and conduct appropriate interventions on a regular basis. As demonstrated by post-intervention surveys, to increase patient satisfaction with fall prevention programs. Encourage nursing staff to continuously check fall risk and enhance patient safety. Measurable Outcomes A 20% rise in nurses’ fall prevention knowledge scores from pre-intervention to post-intervention assessments, indicating a substantial improvement. The facility’s documented fall rate decreased by 25% within three months of implementing the fall prevention program. A measurable increase in the number of fall risk assessments conducted by nurses, as shown by nursing documentation audits, with a two-month deadline for 90% compliance. A 15% increase in post-discharge survey patient satisfaction ratings for safety and fall prevention measures. Surveys and interviews done after the program’s introduction provided good response from nurses and administration about how successfully it incorporated fall prevention education into regular practice. To effectively implement a change proposal addressing the lack of fall prevention education in nurses, several key resources would be needed. Educational Materials and Curriculum – A comprehensive set of educational materials is crucial for providing fall prevention education to nurses. This would include evidence-based guidelines, best practices, and up-to-date research on fall prevention strategies. The curriculum should cover risk assessment tools, environmental safety measures, and patient-centered interventions. As Aguwa (2019) notes, proper nursing education is vital in preventing resident falls in long-term care settings. These materials could include printed handouts, digital presentations, and interactive e-learning modules to cater to different learning styles and ensure thorough coverage of the topic. Training Personnel – Experienced trainers or educators specializing in fall prevention are essential for delivering the educational program effectively. These individuals should have a strong background in gerontological nursing and fall prevention strategies. They would be responsible for conducting workshops, facilitating discussions, and providing hands-on training to nurses. Park et al. (2019) emphasize the importance of tailored fall prevention programs, suggesting that knowledgeable trainers can adapt the content to specific healthcare settings and patient populations. Technology and Equipment – Implementing an effective fall prevention education program may require various technological resources. This could include computers or tablets for accessing e-learning modules, projection equipment for group presentations, and potentially virtual reality (VR) systems for simulated fall prevention scenarios. Additionally, practical training equipment such as proper footwear samples, bed alarms, and mobility aids would be necessary for hands-on demonstrations. Montejano-Lozoya et al. (2020) highlight the impact of nurses’ interventions in fall prevention, suggesting that practical training with relevant equipment is crucial. Time and Scheduling Resources – Adequate time allocation is a critical resource for implementing this change proposal. This includes time for nurses to attend training sessions, practice new skills, and integrate fall prevention strategies into their daily routines. Scheduling resources are needed to ensure that all nurses can participate in the education program without compromising patient care. This might involve adjusting shift patterns or providing coverage for nurses attending training. As Aguwa (2019) points out, ongoing education is key to maintaining effective fall prevention practices, emphasizing the need for sustained time investment in this area. These resources are interconnected and essential for the successful implementation of a fall prevention education program for nurses. The educational materials provide the knowledge base, the training personnel deliver the content effectively, the technology and equipment facilitate practical learning, and the time and scheduling resources ensure that the education can be delivered comprehensively without disrupting patient care. By investing in these resources, healthcare facilities can significantly enhance their fall prevention strategies, ultimately improving patient safety and outcomes. As research consistently shows, well-educated nurses are better equipped to identify fall risks and implement preventive measures (Montejano-Lozoya et al., 2020; Park et al., 2019), making this investment in resources a crucial step in addressing the lack of fall prevention education among nursing staff. Reference: Aguwa, H. (2019). Nursing Education to Prevent Resident Falls in Long-Term Care. International Journal of Public Health, 19(24), 621. Montejano-Lozoya, R., Miguel-Montoya, I., Gea-Caballero, V., Mármol-López, M. I., Ruíz-Hontangas, A., & Ortí-Lucas, R. (2020). Impact of nurses’ intervention in the prevention of falls in hospitalized patients. International Journal of Environmental Research and Public Health, 17(17), 6048. Park, B. M., Ryu, H. S., Kwon, K. E., & Lee, C. Y. (2019). Development and effect of a fall prevention program based on the King’s Goal Attainment Theory for fall high-risk elderly patients in long-term care hospital. Journal of Korean Academy of Nursing, 49(2), 203-214.

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