(Answered) NR505 Week7 Assignment: Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion

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Purpose

This assignment provides the opportunity for the student to complete their MSN EBP proposal.    This assignment includes the final sections of the proposal which are data collection, analysis, evaluation, dissemination of results, and conclusion.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO #1. Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings.  (PO # 1)

CO #2. Integrate knowledge related to evidence-based practice and person-centered care to improve

healthcare outcomes. (PO #2, 5)

CO #4. Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies.  (PO 1, 2, 3, 5)

CO #5. Analyze research findings and evidence-based practice to advance holistic nursing care initiatives

that promote positive healthcare outcomes. (PO 1, 2, 5)

 

Due DateSunday 11:59 PM MT at the end of Week Seven

 

Total Points: 150 points

Requirements

Description of the Assignment

For this assignment, the student will complete MSN EBP project proposal by including the final sections of data collection, analysis, evaluation, dissemination of results, and conclusion.

Criteria for Content

  1. The final sections of the proposal (data collection, analysis, evaluation, dissemination of results and conclusion) should be a maximum of 15 pages. Points will be lost for exceedingthis length requirement.
  2. Title page, running head, body of paper, and reference pages must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
  3. The paper should be presented in the following ordered sections:
  • Title Page
  • Data collection
  • Analysis
  • Evaluation
  • Dissemination of Results
  • Conclusion
  • References

 

  1. Data Collection: In this section, students provide a comprehensive and detailed description regarding how data are to be collected. The required content includes:
  2. For quantitative design the required content includes:
  • Restate the PICO/PICo question
  • Provide a detailed explanation on how data collection will occur
  • Identify the data collection points
  • Explain the length of time for data collection
  • Explain all source(s) of data (i.e. self-report, questionnaires, structured observation, biophysiologic)
  • Describe 2 (two) methods that will be useful in enhancing data quality
  • Use scholarly references to provide information regarding selected data collection method
  1. For qualitative design the required content includes:
  • Restate the PICO/PICo question
  • Describe the type of data to be collected (i.e. observation, interview, artifacts)
  • Provide a detailed explanation on how data collection will occur
  • Explain the data collection points
  • Explain the length of time for data collection
  • Explain the proposed method to achieve data saturation
  • Describe 2 (two) methods that would be used to enhance data quality
  • Use scholarly references to provide information regarding selected data collection method
  1. Analysis: In this section, students provide a detailed explanation on how data will be analyzed.
  2. For quantitative data the required content includes:
  • Discuss descriptive statistics and their use to explain the characteristics of the sample of this EBP proposal
  • Describe one type of inferential statistics and their use in this EBP proposal
  • Use scholarly references to provide information regarding selected data analysis
  1. For qualitative data the required content includes:
  • Explain how data analysis is organized
  • Discuss the use of themes and coding for this EBP proposal
  • Explain triangulation and its relevance to this qualitative design
  • Use scholarly references to provide information regarding selected data analysis
  1. Evaluation: In this section, students will present information regarding methods useful to objectively determine if outcomes from implementing this proposed EBP proposal would be positive for stakeholders as well as the nursing practice area reflected in their specialty track.  The required content includes:
  • Describe how each of the stakeholders identified earlier in this EBP proposal will experience improved outcome(s) from implementing this project
  • Describe 2 (two) changes or improvements to nursing practice that may result in the your specialty track area at the micro level if this EBP project was to be implemented
  1. Dissemination of Results: In this section, students will identify specific methods that may be used to share the results from successful implementation of this EBP proposal.  The required content includes:
  • Discuss how the results of this EBP project can be shared with stakeholders
  • Discuss how the results of this EBP project can be shared with members of your future practice area at the facility, community, state, and national levels
  1. Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track practice setting. The required content includes:
  • Provide a comprehensive summary of key points from this EBP proposal project
  • Provide a summary of the potential contributions of this EBP proposal project to your specialty track practice and identified practice setting

Solution:

Data Collection, Analysis, Evaluation, Dissemination of Results, and Conclusion

Breast cancer has been and has continued to be recognized as a considerably life-and-death public health concern. According to Siegel, Miller, and Jemal (2019) increased awareness, knowledge, attitude, and practice towards breast cancer prevention and management strategies improves the health of populations with or at risk of developing breast cancer especially women aged 20-65 years. Some of breast cancer prevention approaches include breast self-examination (BSE) and mammography screening which are linked to self-awareness as well as self-care behaviors that facilitate the practice of breast cancer screening (Zakaria & Shaw, 2019). Despite increased campaigns on breast screening for early detection and treatment of breast cancer, a significant women population remains unaware of breast screening techniques and thus continues to remain at a heightened risk of development of breast cancers, particularly those associated with lifestyle (Almutairi, Wirza, Ahmad, & Tamrin, 2019). There is strong evidence supporting healthy lifestyles for breast cancer prevention. Physical activity prevents breast cancer incidences by 10 percent through modulation of inflammatory markers, insulin-associate factors as well as other biological mechanisms (Almutairi et al., 2019). In addition, physically active women realize the reduction of breast cancer risk by approximately 25% or even higher especially when they adopt healthy behaviors during young adulthood (Zakaria & Shaw, 2019). Interventions that facilitate the promotion of healthy lifestyles such as reduced fat consumption, increased physical activity, reduced alcohol intake, and increased breast screening and examination have a high potential of lowering breast cancer development risks (Siegel et al., 2019). Among these interventions is educational intervention to increase public awareness, knowledge, and practice of the healthy lifestyles for the prevention and management of breast cancer and ultimately, enhancement of quality of life and health outcomes. In this regards, this paper is an MSN project proposal for use of breast cancer prevention/ management educational intervention for the improvement of women’s health. The major sections of the paper include data collection, analysis, evaluation, and dissemination of results.

Data collection

The purpose of this MSN project is to establish the effect of educational interventions on improving women’s knowledge, attitudes, and practices of healthy lifestyles for prevention and management of breast cancer and ultimately improvement in their health as well as the quality of life. In this regards, the PICOT question developed for the project is “For women at risk for or with breast cancer (P), does use of breast cancer management/prevention educational intervention (I) as compared to no educational intervention (C) help in improving women’s health and quality of life by 25% (O) over a period of 3 months (T)?”

Data collection is one of the critical steps in project development and implementation. Guerra-Santin and Tweed (2015) define data collection as the process for preparing and gathering data essential for the study. Following its significance in project development, researchers are advised to employ optimal and most appropriate data collection methodologies and techniques in order to achieve and maintain data quality (Meyerhoff, Schleef, & MacKenzie, 2015). Use of inappropriate data collection methods and tools can result in a collection of invalid data and consequently the production of invalid results…….Please click the icon below to purchase full solution at $20