Evidence-Based Practice Proposal – Section E: Implementation Plan

 Evidence-Based Practice Proposal – Section E: Implementation Plan

Evidence-Based Practice Proposal – Section E: Implementation Plan

In 1,000-1,500 words, provide a description of the methods to be used to implement the proposed solution. Include the following:

  1. Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval forms in Topic 5 with the narrative, you will include the consent or approval forms in the appendices for the final paper.
  2. Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, you will include the timeline in the appendices for the final paper.
  3. Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, you will include the resource list in the appendices for the final paper.
  4. Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Topic 5 with the narrative, you will include the instruments in the appendices for the final paper.
  5. Explain the process for delivering the (intervention) solution and indicate if any training will be needed.
  6. Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Topic 5 with the narrative, you will include the data collection tools in the appendices for the final paper.
  7. Describe the strategies to deal with the management of any barriers, facilitators, and challenges.
  8. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Topic 5 with the narrative, you will include the budget plan in the appendices for the final paper.
  9. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA 7 style Guide. An abstract is not required.

 

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Solution

 

Introduction

Planning is an important exercise before the implementation of an evidence-based plan project. This paper will therefore review different planning exercises required for the implementation of a proposed trauma-informed care interventions project in a health department. This will include the time needed to complete the implementation process, resources, methods and instruments, process and data collection plans.

Setting

The public health nurses in the state health department will implement a Trauma-informed care interventions project among children in foster care and adoption programs across the state.  The public health nurses in the state health department will seek the approval of the state adoption program managers and state adoption assistance specialists to introduce trauma-informed care interventions to different children in the foster and adoption programs that have gone through trauma. For the children in foster care facilities, the state adoption program managers and the state adoption assistance specialists need to sign the consent forms before the intervention program begins. On the other hand, the adopted children’s guardians will sign the informed consent forms after understanding the benefits of the trauma-informed care interventions for their children (Kadam, 2017).

Timeline

The implementation of the trauma-informed care interventions project will take seven months. The first step in the implementation of the project will include the training of the public health nurses. During the training, the public health nurses will be taught how to effectively utilize trauma-informed care interventions among children with trauma and how implementing such interventions among children differ from adults. The training of public health nurses to implement the trauma-informed care project will take one month. After the public health nurses have received effective training related to trauma-informed care interventions, they will then approach different children who have been through trauma by contacting their guardians and the state adoption program managers. The guardians and managers will then provide informed consent for the children’s participation in trauma-informed care interventions. The children will then undergo regular sessions based on trauma-informed care intervention for six months. Public health nurses will evaluate the childrens’ trauma severity before the beginning of trauma-informed care interventions and after the 6-month therapy. Public health nurses will use a comparison of the children’s outcomes before and after the trauma-informed care interventions to evaluate any improvements (Parker et al., 2020).

Resources

The implementation of the trauma-informed care project in the health department will utilize different resources. One of the central resources that the project will utilize is human resources. The human resources required for implementing the trauma-informed care project will include public health nurses, executive management of the health department, and the trauma-informed care implementation team. Therefore, the trauma-informed care implementation team will be comprised of a group of professionals from the interdisciplinary team such as psychologists, social health workers, community health workers, counselors, and pediatricians (Thomas et al., 2019). On the other hand, the implementation of the trauma-informed care project will require finances. The main source of financing for the project will be from the state health department. The state health department’s executive management will be expected to approve the budget for the implementation of the trauma-informed care project. An estimated budget for implementing the trauma-informed care project for seven months in the state health department is $100,000.

Method and Instruments

The public health nurses will use the ‘my worst experience scale’ (MWES) to monitor the implementation of trauma-informed care intervention among children with trauma in the health department.  The MWES was developed by Hyman et al. in 2002 (Oh et al., 2018). The tool helps gather information about the traumatic events experienced by children between 9 to 18 years from their point of view. The tool also assesses the developmental issues that may be facing children that have gone through traumatic events and symptoms that might be associated with the traumatic events. Therefore, a post-traumatic stress disorder diagnosis can be made using the MWES tool (Eklund et al., 2018).

Intervention Delivering Process

The first step in the implementation of the project will include the training of the public health nurses. During the training, the public health nurses will be taught how to effectively utilize trauma-informed care intervention among children and how implementing such interventions among children differs from adults (Parker et al., 2020). The public health nurses will also be taught about the key ingredients for successfully implementing trauma-informed care, including organizational and clinical ingredients. The key organizational ingredients for implementing a trauma-informed care approach among children will entail clear communication about the transformation process. Creating a safe environment, engaging the patients in organizational planning, and training clinical and non-clinical staff members will also be key organizational ingredients. Preventing secondary traumatic stress among the staff and hiring a trauma-informed workforce will also be key organizational ingredients.  (Menschner & Maul, 2016). On the other hand, the key clinical ingredients in the implementation of a trauma-informed approach will include involving the patients in the treatment process, effective screening of the children for trauma, training the staff on trauma-specific treatment approaches, and finally partnering with different organizations and referral sources to reach the target patients (Menschner & Maul, 2016). The public health nurses will utilize the MWES tool to screen the trauma among the targeted children and assess progress once the trauma-informed care interventions have been introduced.

Data Collection Plan

The central data in the trauma-informed care interventions project will include the children’s MWES tool results and their qualitative feedback during therapy sessions (Thomas et al., 2019). The public health nurses who will be involved in implementing trauma-informed care interventions to the targeted children will record the MWES rating of the involved children and the qualitative feedback that the participating children will provide during therapy Sessions. The public health nurses will also be actively involved in compiling and analyzing data to determine the effectiveness of trauma-informed care interventions among children with trauma. An improvement in the MWES ratings of a given child and positive qualitative feedback during therapy sessions will highlight that the trauma-informed care interventions are effective in such children.

 

 

Strategies to Deal with the Management of Any Barriers Facilitators and Challenges.

The main barriers in implementing the trauma-informed care approach in the health department will be a shortage of financial resources and resistance to change among public health nurses. The project implementation team will utilize Kurt Lewin’s change management model of unfreezing, changing, and refreezing to deal with the challenge of resistance to change among the public health nurses (Hussain et al., 2018). On the other hand, partnerships with non-governmental organizations that will be willing to fund the program to introduce trauma-informed care approaches among children will mitigate a shortage of financial resources in the health department.

Feasibility of the Implementation Plan

The implementation of the trauma-informed care project in the health department will cost at least $100,000. The implementation team will utilize this money for different activities, such as paying the personnel involved in the project and acquiring the equipment and consumable supplies for the project.

Describe The Plans To Maintain, Extend, Revise, And Discontinue A Proposed Solution After Implementation.

After implementing the trauma-informed care approach in the health department, any amendments to the projects will be conducted after an in-depth evaluation of the project outcomes applying the IOWA model for EBP (Buckwalter et al., 2017). Positive project outcomes among the target children will therefore lead to the maintenance of the project. On the other hand, below-par outcomes will lead to the revision and updating of the trauma-informed care intervention project.

Conclusion

The public health nurses in the state health department will implement a Trauma-informed care interventions project among children in foster care and adoption programs across the state.  The implementation of the trauma-informed care interventions project will

take seven months. The implementation of the trauma-informed care project in the health department will utilize different resources including human and financial resources. The central data in the trauma-informed care interventions project will include the children’s MWES tool results and their qualitative feedback during therapy sessions.

References

Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A. M., Rakel, B., Steelman,

V., Tripp-Reimer, T., Tucker, S., & Iowa Model Collaborative, (2017). Iowa Model of Evidence-Based Practice: Revisions and Validation. Worldviews on evidence-based nursing, 14(3), 175–182. https://doi.org/10.1111/wvn.12223.

Eklund, K.,  Rossen, E.,  Koriakin, T., Chafouleas, S., & Resnick, C. (2018). A systematic

review of trauma screening measures for children and adolescents. School Psychology Quarterly. 33. 30-43. 10.1037/spq0000244.

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s

change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123–127. doi:10.1016/j.jik.2016.07.002

Kadam R. A. (2017). Informed consent process: A step further towards making it

meaningful!. Perspectives in clinical research, 8(3), 107–112. https://doi.org/10.4103/picr.PICR_147_16.

Menschner, C.,  & Maul, A. (2016). Key Ingredients for Successful Trauma-Informed Care

Implementation.  Center for Health Care Strategies.Robert Wood Johnson Foundation.   ttps://www.samhsa.gov/sites/default/files/programs_campaigns/childrens_mental_health/atc-whitepaper-040616.pdf.

Oh, D. L., Jerman, P., Purewal Boparai, S. K., Koita, K., Briner, S., Bucci, M., & Harris, N. B.

(2018). Review of Tools for Measuring Exposure to Adversity in Children and Adolescents. Journal of Pediatric Health Care. doi:10.1016/j.pedhc.2018.04.021.

Parker, J., Olson, S. & Bunde, J. (2020). The Impact of Trauma-Based Training on Educators.

Journ Child Adol Trauma 13, 217–227 https://doi.org/10.1007/s40653-019-00261-5.

Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed Practices in Schools

Across Two Decades: An Interdisciplinary Review of Research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123.